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THE     COMMONWEALTH     OF     MASSACHUSETTS! 
BULLETIN  OF  THE  DEPARTMENT  OF  EDUCATION 


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ml    I  Junior  High  School  Manual 


PREPARED  BY  A  COMMITTEE  OF  FIFTEEN   APPOINTED 
BY  THE  COMMISSIONER  OF  EDUCATION 


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BOSTON 

WRIGHT  fit  POTTER  PRINTING  CO..  STATE  PRINTERS 

32  DERNE  STREET 

1921 


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THE  COMMONWEALTH  OF  MASSACHUSETTS 
BULLETIN  OF  THE  DEPARTMENT  OF  EDUCATION 
1921,  NUMBER  5  WHOLE  NUMBER.  125 


Junior  High  School  Manual 


PREPARED   BY  A  COMMITTEE  OF  FIFTEEN    APPOINTED 
BY  THE  COMMISSIONER  OF  EDUCATION 


BOSTON 

WRIGHT  &   POTTER  PRINTING  CO..  STATE  PRINTERS 

32  DERNE  STREET 

1921 


11451^ 


Publication  of  this  Document 

approved  by  the 
Supervisor  of  Administration. 


^ 


'3 


CONTENTS. 


PAGE 

I. 

Introduction,     ..........         5 

II. 

Definitions, 

7 

III. 

Purposes  of  Education, 

9 

IV. 

Role  of  the  Junior  High  School, 

11 

V. 

Admission, 

12 

VI. 

Role  of  Each  Year,     . 

13 

VII. 

The  Learning  Process, 

13 

"VIII. 

Length  of  Class  Period, 

15 

IX. 

Extra  Classroom  Activities, 

16 

X. 

Student  Participation  in  School  Government, 

19 

XI. 

Length  of  School  Day  and  Bell  Schedule, 

20 

XII. 

Program  of  Studies,    ..... 

25 

XIII. 

Home-room  Organization,   ..... 

26 

XIV. 

Making  the  Schedule,           .... 

28 

XV. 

Promotion,         ....... 

30 

XVI. 

Marking  System,        ..... 

32 

XVII. 

Records  and  Reports,           .... 

34 

XVIII. 

Educational  Guidance,        .... 

.       38 

XIX. 

Study  Coach,     ...... 

40 

XX. 

Training,  Qualifications,  and  Salaries  of  Teachers, 

.       40 

XXI. 

Supervision  of  Instruction, 

42 

XXII. 
XXIII. 

Length  of  School  Year,        .... 
Buildings,           ...... 

43 
43 

XXIV. 

Equipment,        ...... 

.       56 

XXV. 

Bibliography,     . 

58 

JUNIOE  HIGH  SCHOOL  MANUAL. 


I.    INTRODUCTION. 

The  First  Annual  State  Conference  of  Junior  High  School 
Administrators,  held  at  Bridgewater  State  Normal  School  April 
8,  9,  and  10,  1920,  passed  a  resolution  requesting  the  Com- 
missioner of  Education  to  appoint  a  committee  of  fifteen  or 
more  members  "to  consider  problems  of  junior  high  schools 
in  Massachusetts,  and  to  report  on  or  before  the  next  State 
Conference  of  Junior  High  Schools."  In  accordance  with  this 
request  the  Commissioner  appointed  the  following  committee:  — 

Arthur  C.  Boyden,  Principal,  State  Normal  School,  Bridgewater. 
Albert  Candhn,  Principal,  Chestnut  Street  Junior  High  School,  Spring- 
field. 
Arthur  L.  Doe,  Principal,  Western  Junior  High  School,  Somerville. 
Phihp  Emerson,  Principal,  Central  Junior  High  School,  Lynn. 
Joseph  A.  Ewart,  Superintendent  of  Schools,  Milton. 
Oscar  C.  Gallagher,  Superintendent  of  Schools,  Brookline. 
Charles  C.  Haines,  Principal,  Lewis  Intermediate  School,  Boston. 
Burr  F.  Jones,  State  Supervisor  of  Elementary  Education. 
George  H.  Lusk,  Principal,  Junior  High  School,  Wellesley. 
Raymond  E.  Pinkham,  Principal,  Wadleigh  School,  Winchester. 
Fred  A.  Pitcher,  Principal,  Shurtleff  Junior  High  School,  Chelsea. 
George  F.  Weston,  Jr.,  Principal,  Swan  Junior  High  School,  Medford. 
William  C.  McGinnis,  Superintendent  of  Schools,  Revere. 
Paul  C.  Scarborough,  Supervising  Principal,  Newton. 
Clarence  D.  Kingsley,  Chairman,  State  Supervisor  of  Secondary  Education. 

This  committee  decided  to  draft  a  manual  dealing  with  the 
most  important  problems  in  the  organization  and  administration 
of  junior  high  schools.  The  draft  was  prepared  with  great 
care  and  was  presented  for  discussion,  section  by  section,  at 
the  Second  Annual  State  Conference  of  Junior  High  School 
Administrators,  held  at  Bridgewater  April  20,  21,  and  22,  1921. 
After  the  conference  the  committee  met  again  and  revised 
its  draft  in  the  light  of  the  discussion  at  Bridgewater.  The 
report  thus  prepared,  discussed,  and  revised  constitutes  this 
manual  for  junior  high  schools. 


6 


The  committee  believes  that  a  single  manual  dealing  with 
the  administration  of  both  junior  and  senior  high  schools 
would  be  helpful.  The  committee  therefore  recommends  that 
the  material  in  this  manual  and  the  material  in  the  "Pre- 
liminary Draft  of  the  Manual  for  High  Schools,"  which  was 
discussed  at  the  State  Conference  of  High  School  Principals 
in  March,  1921,  be  used  as  the  basis  of  such  a  comprehensive 
manual. 

The  committee  desires  to  acknowledge  especially  the  helpful 
criticisms  of  Prof.  Alexander  Inglis  of  the  Graduate  School  of 
Education  of  Harvard  University. 

Frequent  reference  in  this  manual  is  made  to  the  report  of 
the  Commission  on  the  Reorganization  of  Secondary  Education, 
entitled  "Cardinal  Principles  of  Secondary  Education."  The 
following  reports  of  that  commission  have  been  issued  by  the 
United  States  Bureau  of  Education,  and  copies  may  be  pur- 
chased, at  the  prices  indicated,  of  the  Superintendent  of 
Documents,  Washington,  D.  C.  Remittances  should  be  made 
in  coin  or  money  orders,  as  stamps  are  not  accepted.  A 
complete  file  of  these  bulletins  should  be  kept  in  each  junior 
high  school  available  to  the  teachers.  The  first  three  bulletins 
in  this  list  should  be  in  the  hands  of  every  teacher,  and  it  is 
recommended  that  they  be  discussed  in  teachers'  meetings. 


Education  Bulletin. 

Pkices  per  Copt  (Cents). 

Less  than  50. 

50  or  more. 

1918,  No.  35,  Cardinal  Principles  of  Secondary  Education, 

1917,  No.  51,  Moral  Values  in  Secondary  Education, 

1918,  No.  19,  Vocational  Guidance  in  Secondary  Education,    . 

1915,  No.  23,  The  Teaching  of  Community  Civics,  . 

1916,  No.  28,  The  Social  Studies  in  Secondary  Education, 

1917,  No.    2,  Reorganization  of  English  in  Secondary  Schools, 
1917,  No.  49,  Music  in  Secondary  Schools,         .... 
1917,  No.  50,  Physical  Education  in  Secondary  Schools,  . 

1919,  No.  65,  Business  Education  in  Secondary  Schools,  . 

1920,  No.    1,  The  Problem  of  Mathematics  in  Secondary  Edu- 
►*              cation. 

1920,  No.  26,  Reorganization  of  Science  in  Secondary  Schools,  . 

1920,  No.  35,  Agriculture  in  Secondary  Schools, 

5 
5 
5 
10 
10 
20 
5 
5 
10 
5 
10 
5 

3 
4 
3 
5 
5 
15 
4 
3 
5 
3 
3 
3 

II.     DEFINITIONS. 

1.  Types  of  School  Systems.  —  There  is  considerable 
variety  in  the  number  of  year-grades  in  the  school  systems  in 
the  United  States,  and  also  in  the  number  of  year-grades  in 
each  division  of  the  school  system. 

The  types  of  school  systems  most  common  are  — 

(a)  The  S-4  type,  consisting  of  an  8-year  elementary  school 
and  a  4-year  high  school. 

(b)  The  6-3-3  type,  consisting  of  a  6-year  elementary  school, 
a  3-year  junior  high  school,  and  a  3-year  senior  high  school. 

(c)  The  6-6  tj'pe,  consisting  of  a  6-year  elementary  school 
and  a  6-year  high  school. 

2.  A  HIGH  SCHOOL  may  be  defined  as  a  school  adapted  to 
the  needs  of  pupils  of  approximately  14  to  18  years  of  age. 

3.  A  JUNIOR  HIGH  SCHOOL  may  be  defined  as  a  school 
adapted  to  the  needs  of  pupils  of  approximately  12  to  15  years 
of  age. 

4.  A  SENIOR  HIGH  SCHOOL  may  be  defined  as  a  school 
adapted  to  the  needs  of  pupils  of  approximately  15  to  18  years 
of  age. 

5.  A  JUNIOR-SENIOR  HIGH  SCHOOL  is  an  organization  in  which 
a  junior  high  school  and  a  senior  high  are  housed  together  in 
one  building,  or  group  of  buildings,  under  one  principal,  but  are 
so  organized  that  there  are  two  distinct  student  bodies. 

6.  A  SIX-YEAR  HIGH  SCHOOL  may  be  defined  as  a  school 
adapted  to  the  needs  of  pupils  of  approximately  12  to  IS 
years  of  age,  organized  as  a  single  administrative  unit  with  one 
principal,  one  faculty,  and  one  student  body. 

7.  Types  of  High  Schools.  —  High  schools  are  of  two  gen- 
eral types,  comprehensive  and  specialized. 

(a)  A  comi')rehensive  high  school  may  be  defined  as  a  school 
designed  to  discover  and  meet  the  needs  of  all  pupils  of  high 
school  age  living  within  the  contributing  area. 

(6)  A  specialized  high  school  is  a  school  designed  to  give  a 
particular  type  of  high  school  education  to  those  pupils  who 
need  that  type  of  education. 

Comparatively  few  high  schools  in  the  United  States  offer 
as  vet  the  full  varietv  of  work  needed  in  order  to  make  them 


8 

conform  fidly  to  the  definition  of  a  comprehensive  high  school 
given  above.  The  large  majority  of  school  administrators, 
however,  are  earnestly  striving  to  enlarge  and  diversify  the 
offerings  of  the  high  schools  so  as  to  meet  the  needs  of  an 
increasing  number  of  pupils  living  in  the  contributing  area. 

Reasons  for  favoring  the  development  of  comprehensive 
high  schools  rather  than  the  establishment  of  specialized  high 
schools  are  given  in  "Cardinal  Principles  of  Secondary  Edu- 
cation," Section  XVI. 

8.  A  COURSE  is  a  subject,  or  a  portion  of  a  subject,  to  be 
taught  in  one  year  or  a  part  of  a  year. 

9.  The  PROGRAM  OF  STUDIES  consists  of  all  the  courses 
offered  in  the  school. 

10.  A  CONSTANT  is  a  course  required  of  all  pupils  in  any 
given  year. 

11.  A  VARIABLE  is  a  coursc  not  required  of  all  the  pupils. 

12.  A  CURRICULUM  is  an  arrangement  of  courses,  required 
and  elective,  designed  for  a  group  of  pupils  whose  common 
aims  and  probable  careers  may  properly  differentiate  a  con- 
siderable part  of  their  work  from  that  of  other  groups  in  the 
school.  (As  will  appear  later  in  this  report,  the  Committee 
recommends  that  the  program  of  the  junior  high  school  be 
organized  on  the  basis  of  constants  and  variables  rather  than 
on  the  basis  of  distinct  curriculums.) 

13.  The  SCHEDULE  OF  THE  SCHOOL  is  a  table  showing  the 
periods  and  rooms  assigned  for  the  work  of  the  classes  and 
teachers. 

14.  The  BELL  SCHEDULE  gives  the  time  when  the  bells  are 
to  be  rung  for  the  class  periods  and  the  other  activities  of  the 
school. 

15.  Credit  ^  for  high  school  work  may  be  expressed  in  units, 
CREDITS,  or  POINTS.     Their  relative  value  is  as  follows:  — 

1  unit  =  5  credits  =  10  points. 

"A  unit  represents  a  year's  study  in  any  subject  in  a 
secondary  school,  so  planned  as  to  constitute  approximately 
one-foiu"th  of  a  full  year  of  work  for  a  pupil  of  normal  ability. 

>  Tlie  scheme  of  credits  here  recommended,  already  in  use  in  the  senior  high  school,  may  be 
applied  also  in  grade  9.  The  principal  of  a  junior  high  school  should  determine  the  promotion  of 
pupils  from  grade  7  to  grade  8,  from  grade  8  to  grade  9,  and  from  grade  9  to  grade  10. 


To  count  as  a  unit,  the  recitation  periods  shall  aggregate 
approximately  120  sixty-minute  hours.  Time  occupied  by 
shop  or  laboratory  work  counts  one-half  as  much  as  time  in 
recitation." 

A  credit  represents  one  recitation  period,  or  two  shop  or 
laboratory  periods,  per  week  for  a  year. 

A  point  represents  one  recitation  period  per  week  for  a  half 
year,  or  its  equivalent  in  shop,  laboratory,  or  other  work. 

16.  Courses.^  —  A  unit  cmirse  is  a  course  entitling  a  pupil 
to  one  unit. 

A  half-unit  course  is  a  course  entitling  a  pupil  to  one  half- 
unit. 

A  supplementary  course  is  a  course  entitling  a  pupil  to  less 
than  one  half-unit. 

III.     PURPOSES   OF   EDUCATION. 

No  unit  of  organization  can  be  viewed  by  itself  alone.  Its 
relation  to  the  organization  as  a  whole  must  be  considered. 
A  definite  statement  of  the  purposes  of  education  should 
therefore  precede  any  formulation  of  the  problems  of  either 
junior  or  senior  high  schools. 

The  purposes  of  education  consist  of  the  objectives  to  be 
attained,  the  functions  to  be  discharged,  and  the  attributes  to 
be  inculcated. 

1.  Objectives.  — The  Commission  on  the  Reorganization  of 
Secondary  Education  tlu-oughout  its  report,  "Cardinal  Prin- 
ciples of  Secondary  Education,"  recognizes  the  following  as 
the  seven  main  objectives  of  education:  — 

Health. 

Command  of  fundamental  processes. 

Worthy  home  membership. 

Vocation. 

Citizenship. 

Worthy  use  of  leisure. 

Ethical  character. 

It  holds  that  education  should  be  focused  for  the  most  part 
upon  these   objectives;    that  they  should   be  realized   in  the 

>  The  scheme  of  credits  here  recommended,  already  in  use  in  the  senior  high  school,  may  be 
applied  also  in  grade  9.  The  principal  of  a  junior  high  school  should  determine  the  promotion  of 
pupils  from  grade  7  to  grade  8,  from  grade  8  to  grade  9,  and  from  grade  9  to  grade  10. 


10 

education  of  every  boy  or  girl;   and  that  they  should  all  extend 
throughout  the  entire  length  of  secondary  education. 

2.  Functions.  —  Dr.  Inglis,  in  his  "  Principles  of  Secondary 
Education"  (pages  375-383),  gives  the  following  six  functions 
of  secondary  education :  — 

(1)  Adjustive  or  adaptive,  by  which  an  individual  becomes 
able  to  meet  social  conditions,  and  to  adapt  himself  to  the 
changes  that  the  progress  of  the  world  may  make  in  conditions. 

(2)  Integrating  (or  unifying),  by  which  an  individual  acquires 
the  common  knowledge,  ideas,  and  ideals  necessary  to  all  mem- 
bers of  democracy. 

(3)  Differentiating  (or  specializing),  by  which  an  individual 
develops  his  special  gifts  in  order  that  he  may  serve  society 
in  specific  ways. 

(4)  Propaedeutic,  by  which  an  individual  prepares  himself 
for  continued  education  which  is  to  be  built  upon  the  founda- 
tions he  is  laying  at  present. 

(5)  Selective,  by  which  an  individual  is  directed  toward 
educational  endeavor  to  which  he  is  adapted,  and  away  from 
educational  endeavor  in  which  his  mental  limitations  preclude 
profitable  progress. 

(6)  Diagnostic  and  directive,  by  Avhich  an  individual  is 
guided  toward  the  line  of  life  activity  in  which  he  can  do  his 
best  work. 

The  supplementary  character  of  the  specializing  and  unifying 
functions  is  set  forth  in  "  Cardinal  Principles,"  Section  XV. 

3.  Attributes.  —  "Education  in  a  democracy,  both  within 
and  without  the  school,  should  develop  in  each  individual  the 
knowledge,  ideals,  interests,  habits,  and  powers,  whereby  he 
will  find  his  place  and  use  that  place  to  shape  both  himself 
and  society  toward  ever  nobler  ends."  ("Cardinal  Principles," 
section  II.) 

These  five  attributes  —  knowledge,  interests,  ideals,  habits, 
and  powers  —  are  essential  in  the  realization  of  each  of  the 
seven  objectives  mentioned  above. 

For  instance,  an  adequate  program  for  the  realization  of 
health  as  an  objective  must  provide  for  specific  knowledge, 
interests,  ideals,  habits,  and  powers  related  to  personal  and 
communitv  health. 


11 

vSimilarly,  to  realize  good  citizenship  as  an  objective  the 
school  must  inculcate  specific  attributes  in  this  field.  These 
attributes  may  be  designated  as  civic  knowledge,  civic  interests, 
civic  ideals,  civic  habits,  and  civic  powers. 

IV.    THE  ROLE  OF  THE  JUNIOR  HIGH  SCHOOL. 

The  work  of  the  junior  high  school  should  be  directed  toward 
each  of  the  seven  objectives,  and  contribute  to  the  six  func- 
tions mentioned  above,  and  every  subject  should  be  so  organized 
as  to  develop  within  its  field  each  of  the  five  attributes. 

The  years  of  the  junior  high  school  cover  an  important 
period  of  physical  transition.  During  these  years  most  pupils 
pass  through  the  period  of  pubescence. 

Again  these  years  embrace  the  period  of  possible  economic 
transition,  when  a  pupil  passes  from  a  compulsory  school 
attendant  to  a  possible  industrial  worker.  During  these  years, 
too,  occurs  the  advance  from  the  elementary  to  the  secondary 
school. 

The  distinctive  role  of  the  junior  high  school,  then,  is  that 
of  a  transition  school.  This  transition  should  be  natural, 
gradual,  and  effective.  It  should  bridge  the  hazardous  and 
objectionable  gap  existing  under  the  8-4  plan  between  the 
elementary  school  and  the  high  school,  —  a  gap  due  to  a  too 
sudden  change  in  the  aims,  methods,  and  content  of  instruction, 
and  in  the  character  of  the  school  organization.  It  should  also 
recognize  the  difference  in  the  age,  in  the  case  of  the  two 
sexes,  at  which  the  physical  transition  begins  to  show  itself 
through  attendant  changes  in  mental,  physical,  and  social 
interests,  and  should  make  suitable  provision  for  each.  It 
should  provide  a  controlled  environment  to  meet  the  expanding 
interests  due  to  these  different  kinds  of  transition. 

As  a  transition  school  the  junior  high  school  should  — 

1.  Introduce  gradually  new  subjects,  demonstrating  to  the 
learner  the  value  of  the  subject  and  constructing  therefor  an 
adequate  apperceptive  basis. 

2.  Introduce  gradually  new  methods  of  lesson  assignment 
and  of  learning. 

3.  Develop  to  an  increasing  degree  the  power  of  self-control 
and  self-direction. 


12 

4.  Increase  the  departmentalization  of  instruction,  but  only 
so  rapidly  as  the  pupils  can  profit  by  it. 

5.  Assure  the  advancement  of  pupils  in  subjects  in  which 
they  are  successful,  and  require  the  repetition,  in  case  of  failure, 
of  only  such  subjects  as  are  indispensable  as  a  foundation  for 
future  instruction  needed  by  that  pupil. 

6.  Give  pupils  a  broad  outlook  upon  the  Avorld's  AA'ork,  and 
help  them  to  ascertain  their  own  aptitudes,  interests,  and 
abilities  with  reference  thereto. 

7.  Provide  progressive  differentiation  in  studies. 

8.  Utilize  all  integrating  agencies  more  and  more  consciously 

and   purposefully   as    the    time    devoted    to    differentiation    is 

increased. 

V.    ADMISSION. 

In  order  that  the  junior  high  school  may  render  its  distinctive 
service  to  all  the  students  in  need  thereof,  the  junior  high 
school  should  "admit,  and  provide  suitable  instruction  for,  all 
pupils  who  are  in  any  respect  so  mature  that  they  Mould 
derive  more  benefit  from  the  secondary  school  than  from  the 
elementary  school."     ("Cardinal  Principles,"  Section  XII.) 

It  follows  from  this  principle  that  (1)  the  junior  high  school 
should  admit  all  students  who  have  finished  the  work  of  the 
first  six  grades,  and  (2)  that  it  should  admit  and  provide 
suitable  instruction  for  practically  all  pupils  Avho  are  thirteen 
years  of  age,  and  have  an  intelligence  quotient  of  SO  or  more, 
even  though  they  may  not  have  completed  the  work  in  the 
first  six  grades.  Not  having  satisfied  the  statute  requirements 
for  working  certificates,  the  latter  ])upils  might  be  classified 
as  Grade  6  Special. 

It  may  sometimes  be  necessary  also  to  hoiise  in  a  junior 
high  school  building  children  of  an  intelligence  quotient  of  less 
than  80  whose  ages  warrant  such  placement,  it  being  under- 
stood that  these  children  are  to  be  kept  in  special  classes  and 
not  classified  or  treated  as  junior  high  school  pupils. 

In  some  school  systems,  especially  where  children  are  ad- 
mitted to  the  first  grade  when  very  young,  or  where  they 
frequently  skij)  grades,  we  find  many  under-age  pupils.  The 
promotion  of  ])iipils  to  the  junior  high  school  who  are  both 
under  age  and  immature  is  quite  as  unwise  as  the  retention  in 
the    elementary    school   of   either   over-age    or    mature    pupils. 


13 

Immature  pupils  can  neither  profit  adequately  by,  nor  con- 
tribute satisfactorily  to,  a  school  composed  of  pupils  much 
more  mature  than  themselves.  More  attention  inidoubtedly 
should  be  given  to  the  age  factor  as  a  basis  of  determining 
the  grade  and  the  school  for  the  ])U])il. 

VI.    ROLE  OF  EACH  YEAR. 

To  carry  out  the  distinctive  ])urpose  of  the  junior  high  school 
as  a  transition  school,  the  following  aspects  may  well  receive 
special  emphasis  in  the  three  years  of  that  school:  — 

7th  and  8th  years  —  Enrichment  and  Testing. 

Establishing  a  basis  for  choices  and  exploring  aptitudes  and  abilities, 
the  tentative  choices  of  variables  being  regarded  as  provisional  or 
experimental  choices. 
9th  year  —  Carry  on. 

Resulting  in  purposes  clearly  conceived  and  eagerlj^  pursued. 

VII.     THE  LEARNING  PROCESS. 

There  may  be  distinguished  three  plans  of  instruction  in  the 
stimulation  of  learning  by  the  pupil.  In  the  order  given  they 
have  been  characteristic  of  successive  epochs  of  educational 
emphasis.  The  radical  change  in  passing  from  the  first  to  the 
second  and  then  to  the  third  is  a  perfect  index  of  the  changed 
relations  between  teacher  and  pupil,  and  constitutes  one  of  the 
most  hopeful  signs  for  the  future. 

Plan  1.  —  Recitation  based  on  study  outside  the  classroom. 
Plan  2.  —  Recitation,  assignment,  and  study  in  the  classroom. 
Plan  3.  —  Directed  learning  in  the  classroom. 

Under  ])lan  1  the  work  is  conceived  as  learning  the  statements 
contained  in  the  textbook  by  methods  that  the  pupils  acquire 
with  little  or  no  assistance.  It  assumes  that  the  pupils  have 
proper  facilities  for  work  at  home,  and  that  the  accumulation 
of  information  is  the  chief  end  of  education. 

Plan  2  is  found  in  many  good  schools.  It  emphasizes 
careful  assignment  of  work,  provides  an  opportunity  for  the 
teacher  to  observe  the  pupils  when  studying,  so  that  he  can 
improve  the  character  of  the  assignment  from  day  to  day  and 
can  suggest  the  use  of  better  methods  of  study,  secures  better 


14 

working    conditions,    and    facilitates    individual    help    for    the 
slower  students. 

Plan  3  is  preferable  to  plan  2  in  most  school  work,  because 
it  unifies  the  learning  process  and  permits  the  teacher  to  direct 
the  thinking.  It  is  essential  for  the  socialization  of  attack  and 
of  discussion. 

Development  of  power  rather  than  merely  the  acquisition  of 
knowledge  is  now  recognized  as  the  primary  end  of  school 
training. 

So  long  as  the  chief  concern  was  the  increase  of  information, 
the  lesson  period  was  largely  given  over  to  testing  the  pupil 
upon  his  preparation  of  the  lesson  assigned.  Under  a  false 
application  of  the  principle  that  "we  learn  by  doing"  he  was 
thrown  upon  his  own  resources  to  discover  and  to  meet  the 
problems  of  the  assignment.  Under  the  disadvantages  of  the 
large  study  hall  or  of  home  conditions,  often  decidedly  un- 
favorable for  concentration,  the  lesson  preparation  was  wasteful 
of  time  and  effort,  and  the  results  were  disappointing. 

The  common  complaint  of  the  high  schools  has  been  that 
pupils  come  to  them  not  knowing  how  to  study.  It  is  now 
generally  recognized,  therefore,  that  there  must  be  specific 
instruction  in  study  methods. 

Giving  such  instruction  is  one  of  the  primary  obligations  of 
the  junior  high  school.  With  this  work  properly  done  at  this 
point,  there  will  be  a  resultant  increase  in  the  efficiency  of  the 
senior  high  school.  To  make  adequate  provision  for  this  work 
a  longer  program  period  is  desirable. 

In  the  seventh  grade,  or  first  year  of  the  junior  high  school, 
the  teacher  must  be  a  large  factor  in  the  activity  of  the  class 
period.  The  assignment  must  be  carefully  made  and  the 
difficulties  anticipated  for  the  pupils.  Under  the  leadership  of 
the  teacher  all  should  work  together  through  a  large  part  of 
the  hour.  Testing  to  determine  individual  success  will  have 
its  place,  but  will  not  monopolize  the  time.  Purposeful  teach- 
ing and  assignment  and  co-operative  study  should  be  given 
largest  emphasis  at  this  point.  The  chief  function  of  the 
teacher  is  to  guide  and  stimulate  the  thinking  process.  The 
teacher  must  always  keep  in  mind  the  progress  of  the  group 
and  of  the  individual. 


15 

Home  study,  when  required,  should  not  involve  new  prin- 
ciples, but  should  be  confined  to  applications  of  problems 
already  met  in  the  class  period. 

As  the  pupil  advances  through  the  junior  high  school,  the 
teacher  should  become  a  diminishing  factor  in  the  lesson 
preparation.  The  child  should  be  thrown  upon  his  own  resources 
more  and  more  in  order  to  develop  self-reliance  and  independence, 
but  he  should  never  be  allowed  to  get  beyond  his  depth  by 
reason  of  too  difficult  an  assignment. 

Before  the  completion  of  the  junior  high  school  course  the 
growing  confidence  and  power  of  the  pupil  will  make  possible 
an  increasing  amount  of  independent  study,  both  in  school  and 
at  home,  and  will  make  easy  the  transition  to  the  study  require- 
ments of  the  high  school. 

Hard  and  fast  rules  for  the  division  of  the  period  should  not 
be  made.  The  strong  teacher  can  be  trusted  to  make  his  own 
partition  of  the  time.  The  weaker  teacher  must  have  the 
constant  benefit  of  supervision  and  advice.  In  no  way  can 
the  principal  better  demonstrate  his  efficiency  than  in  the 
development  of  the  effective  use  of  the  class  period. 

VIII.    LENGTH  OF  CLASS  PERIOD. 

To  provide  for  the  kind  of  work  indicated  as  desirable  in 
the  preceding  section  the  class  period  should  be  not  less  than 
60  minutes  in  length.  A  60-minute  period  is  well  adapted  to 
science  laboratory  work,  freehand  and  mechanical  drawing, 
home  economics  and  shop  work,  and  is  the  shortest  period  in 
which  gymnasium  work  can  be  conducted,  involving  as  it 
does  changes  in  clothing,  vigorous  exercise,  and  a  shower  bath. 

A  school  day  of  6  hours  gross  makes  it  possible  to  provide 
during  the  week  for  25  periods,  averaging  not  less  than  60 
minutes,  a  daily  lunch  period  of  not  less  than  30  minutes,  and 
a  weekly  assembly  period  and  a  weekly  organization  period. 

A  70-minute  period  is  preferable  for  some  t>T)es  of  work, 
especially  for  gymnasium  work.  With  the  70-minute  period  it 
is  necessary  either  to  have  a  school  day  longer  than  6  hours 
gross  or  to  reduce  the  number  of  periods  to  4  per  day.  The 
latter  can  be  done  if  certain  subjects  for  which  a  70-minute 
period  is  not  necessary  are  put  into  divided  periods. 


16 


IX.     EXTRA  CLASSROOM  ACTIVITIES. 

To  develop  certain  civic  qualities,  to  meet  health  needs,  and 
to  prepare  for  the  worthy  use  of  leisure,  various  extra  class- 
room activities  are  of  vital  importance.  The  principal  and 
teachers  must  give  much  time  and  thought  to  the  organization 
and  conduct  of  these  activities,  facilities  must  be  provided, 
and  a  definite  time  allowance  must  be  made  in  the  schedule. 

1.  Assembly  exercises  provide  an  opportunity  for  present- 
ing varied  programs  having  important  educational  values. 
They  should  include  — 

Talks  by  citizens,  junior  high  school  principal,  teachers,  and 
pupils,  and  senior  high  school  principal,  teachers  and  pupils,  on 
such  themes  as  junior  Red  Cross,  thrift,  social  service,  current 
events,  citizenship,  educational  and  vocational  guidance,  school 
clubs,  and  the  appeal  of  the  various  courses  in  the  senior  high 
school. 

Music  by  professionals,  individual  pupils,  school  orchestra, 
and  glee  club. 

Dramatics  by  pupils  illustrating  customs  of  other  nations 
and  various  themes  of  significance  to  pupils,  such  as  the  im- 
portance of  a  wise  choice  of  vocation. 

Class  demonstrations  showing  the  nature  and  value  of  subjects 
that  may  be  elected. 

Club  demonstrations  showing  the  work  accomplished  by  the 
various  school  organizations. 

Stereopticon  and  moving  pictures  of  subjects  of  educational 
value. 

In  large  schools  it  is  advisable  to  have  the  assembly  exercises 
conducted  for  groups  containing  100  to  200  pupils,  and  to 
employ  one  or  two  teachers  to  devote  their  entire  time  to 
planning  and  conducting  such  exercises.  These  teachers  should 
be  chosen  for  their  versatility,  and  they  should  become  experts 
in  this  type  of  education.  In  small  and  medium  sized  schools 
it  is  customary  to  assemble  the  entire  school  at  one  time  so  as 
better  to  develop  a  sense  of  school  unity  and  school  spirit. 

Whichever  plan  is  used  every  pupil  should  have  at  least 
one  assembly  period  per  week. 


17 


2.  Clubs.  —  To  develop  interests  that  will  contribute  to  the 
worthy  use  of  leisure  every  pupil  should  enter  into  the  work  of 
some  one  club,  but  he  should  be  given  the  largest  possible 
freedom  in  the  choice  of  a  club.  In  order  to  make  the  largest 
possible  appeal  to  the  varied  interests  of  the  pupils  these  clubs 
should  cover  as  wide  a  field  as  possible.  In  a  small  or  medium- 
sized  school  each  teacher  should  act  as  counselor  or  director 
of  some  club.  In  a  large  school  a  few  of  the  teachers  may  act 
as  assistant  counselors  or  directors.  One  period  each  week 
should  be  set  apart  for  club  work. 

The  following  partial  list  of  clubs  shows  the  variety  of  work 
which  these  clubs  should  be  made  to  offer:  — 


Birds. 

First  aid. 

Latin. 

Boy  Scout. 

French. 

Orchestra. 

Camera. 

Geology. 

Poultry. 

Camp  cooking. 

Glee  club. 

School  newspaper 

Chemistry. 

Girl  scouts. 

Sewing. 

Chorus. 

Hiking. 

Short  story. 

Debating. 

Home  garden. 

Spanish. 

Drawing. 

Home  nursing. 

Wireless. 

Electricity. 

Knitting. 

Wnd  flower. 

Obviously  the  work  of  such  clubs  as  camera,  hiking,  wild 
flower,  and  geology  cannot  be  restricted  to  the  club  period 
during  school  hours.  Teachers  directing  these  clubs  can  render 
a  great  service  by  giving  of  their  after-school  time,  and  will  be 
abundantly  rewarded  for  doing  so. 

3.  Library. —  A  school  library  is  one  of  the  most  valuable 
educational  factors  in  a  junior  high  school.  Every  school  with 
ten  or  more  teachers  should  have  a  trained  school  librarian 
who  should  devote  at  least  half  her  time  to  the  library.  In  a 
school  of  twenty  or  more  teachers  the  librarian  should  devote 
all  her  time  to  the  library. 

In  a  small  school  having  no  school  library  systematic  use 
should  be  made  of  the  public  library. 

Every  pupil  in  the  junior  high  school  should  have  at  least 
one  period  per  week  scheduled  in  the  school  library  or  the 
public  library,  and  should  also  be  encouraged  to  make  use  of 
the  librarv  before  and  after  school. 


18 

4.  Physical  Exercises. —  The  minimum  allowance  for  phy- 
sical exercises  should  be  two  periods  per  week,  each  at  least 
60  minutes  in  length,  and  this  should  be  required  of  every 
pupil  whose  physical  condition  permits  of  such  work.  Five 
60-minute  periods  are  preferable.  Every  pupil  should  be  re- 
quired to  report  at  the  gymnasium  with  his  class,  but  may 
be  excused  from  participating  if  the  physical  director  feels 
that  his  physical  condition  warrants  his  being  excused. 

The  exercises  should  be  conducted  out  of  doors  whenever 
weather  permits. 

In  all  schools  where  physical  exercises  are  not  required 
daily  there  should  be  setting-up  exercises  10  minutes  in  length, 
twice  every  day.  These  exercises  may  be  conducted  by  student 
leaders  who  are  given  special  training  for  the  work  by  the 
physical  director.  It  is  advisable  to  keep  the  groups  small,  not 
over  thirty-five,  and  to  have  boys  and  girls  in  separate  groups 
under  leaders  of  the  same  sex. 

Every  pupil  should  have  a  thorough  physical  examination 
through  the  co-operation  of  the  physical  director,  the  school 
physician,  and  the  school  nurse  at  least  once  a  year.  A  per- 
manent record  of  the  results  should  be  kept.  Corrective 
exercises  should  be  prescribed  as  needed. 

5.  Luncheon.  —  If  the  large  majority  of  the  pupils  live 
within  one  mile  of  the  school,  a  noon  period  of  not  less  than 
60  minutes  is  recommended. 

When  pupils  secure  lunch  at  the  school,  the  luncheon  period 
should  never  be  less  than  30  minutes  in  length.  Tables  and 
seats  should  be  provided,  and  the  pupils  should  be  required 
to  eat  in  a  leisurely  manner  and  to  observe  all  the  amenities. 

The  teaching  of  cooking  should  not  be  routinized  and  ex- 
ploited by  the  lunch-room  demands,  but  the  lunch  room  should 
be  under  the  direction  and  supervision  of  the  head  of  the  home 
economics  department.  To  encourage  preparation  of  foods  in 
family  quantities  in  cooking  classes,  the  product  should  be 
utilized  in  the  lunch  room  whenever  possible. 

6.  Athletics.  —  School  athletics,  when  effectively  directed 
and  supervised,  are  of  great  value  in  developing  a  healthy 
school  spirit.  To  secure  proper  direction  and  supervision  the 
athletics  should  be  under  the  immediate  charge  of  the  physical 


19 

training  teacher,  or  teachers,  or  some  other  member,  or  mem- 
bers, of  the  faculty. 

''  In  order  that  the  largest  possible  number  of  pupils  may 
derive  the  benefits  from  active  participation,  as  many  teams 
as  possible  should  be  formed  in  baseball,  basketball,  hockey, 
and  track  athletics.  These  teams  may  represent  classes  or 
even  rooms,  and  inter-class  and  inter-room  games  should  be 
encouraged. 

Inter-school  games  should  be  used  mainly  for  the  purpose  of 
stimulating  the  work  of  the  class  and  room  teams,  and  should 
not  be  made  an  end  in  themselves.'  There  is  some  difference 
of  opinion  as  to  the  desirability  of  inter-school  games  between 
girls'  teams,  the  objection  being  that  it  often  results  in  over- 
excitement  and  overstrain,  as  girls  generally  take  defeat  more 
seriously  to  heart  than  do  boys.  If  inter-school  games  are 
arranged  for  girls'  teams  the  number  of  such  games  should  be 
limited. 

Great  care  should  be  exercised  in  the  selection  of  coaches, 
and  only  suitable  persons  should  be  permitted  to  act  as  coaches. 
Pupils  from  the  senior  high  school  have  served  as  coaches  with 
good  results. 

X.     STUDENT    PARTICIPATION    IN    SCHOOL   GOVERNMENT. 

"Education  for  citizenship  and  leadership  are  primary  aims 
of  gunior'high  school  instruction.  School  participation  in  school 
government  is  an  excellent  agency  for  the  achieving,  in  some 
measure,  of  these  aims,  because  it  gives  children  practical, 
everyday  experience  in  the  two  ends  sought :  — • 

1.  Leadership,  through  leading  and  directing  companions. 

2.  Citizenship,  through  gracefully  co-operating  with  student 
leaders. 

A  school  should  proceed  cautiously  in  changing  over  from 
the  traditional  form  of  school  control  to  that  form  where  the 
pupils  share  the  responsibility.  A  school  should  also  dis- 
tinguish between  student  co-operation  and  student  self-govern- 
ment. No  doubt  should  be  left  in  any  minds  that  the  school 
heads  are  the  final  authority  and  that  counselors  are  advisors; 
that  they  are  co-operating  and  suggesting  measures  for  the 
good  of  all.     For  these  reasons  "student  co-operation  in  school 


20 

government"  will  probably  be  the  phrase  that  will  be  least 
likely  to  upset  the  mental  stability  of  the  school  children.  In 
our  opinion  "student  self-government"  is  a  pernicious  phrase, 
as  it  conveys  the  idea  of  the  pupils  having  been  granted  a 
power  greater  than  that  of  the  school  authorities. 

It  would  be  highly  advisable  for  a  school  adopting  this  form 
of  control  to  work  out  with  the  advice  of  the  principal  a  con- 
stitution to  be  adhered  to  by  both  principal  and  pupils.  This 
constitution  should  give  to  the  principal  the  power  of  vetoing 
the  acts  of  the  council.  Provision  should  be  made  in  the 
constitution  for  the  removal  of  a  member  of  the  council  by 
majority  vote  of  the  council  or  by  vote  of  the  teachers  and 
principal.  The  functions  of  the  council  should  be  to  suggest 
and  advise  principal  and  pupils  as  to  how  the  school  may  be 
improved. 

The  council  should  be  composed  of  representatives  from  the 
different  home  rooms  of  the  building.  The  members  should  be 
required  to  report  to  their  respective  home  rooms  the  acts  of 
the  council  and  the  reasons  therefor.  The  principal  or  his 
representative  should  attend  all  council  meetings.  These  meet- 
ings should  be  conducted  strictly  according  to  parliamentary 
procedure.  The  aim  should  be,  always,  education  for  citizen- 
ship and  leadership.  Student  participation  in  school  govern- 
ment is  satisfactory  only  in  so  far  as  it  accomplishes  this. 

XI.  LENGTH  OF  THE  SCHOOL  DAY  AND  BELL  SCHEDULE. 

To  carry  out  the  purposes  of  the  junior  high  school,  a 
reasonably  long  school  day  is  essential.  It  should  be  not  less 
than  6  hours  gross  or  5  hours  net,  that  is,  5  hours  exclusive  of 
opening  exercises,  setting-up  exercises,  and  lunch  or  noon 
periods. 

The  scliool  dav  should  include :  — 


5  class  periods,  generally  60  minutes  in  length;  or  — 

4  class  periods,  70  minutes  in  length,  some  of  which  maj^  be  spHt  for  cer- 
tain subjects. 

1  or  2  periods  for  setting-up  exercises,  10  to  15  minutes  each. 

1  luncheon  period  of  30  to  40  minutes,  or  a  noon  period  of  60  or  more 
minutes,  the  length  depending  upon  local  conditions. 


21 

There  should  also  be  a  weekly  assembly  period  and  a  weekly 
club  period.  To  provide  for  these  periods  the  class  periods 
may  if  necessary  be  somewhat  shorter  and  the  setting-up  exer- 
cises omitted  in  that  session. 

If  the  net  school  day  is  5  hours  or  more,  as  it  should  be,  the 
home  study  for  junior  high  school  pupils  should  be  reduced  to 
a  minimum.  There  should  be  no  class  assignments  of  home 
work  for  grades  7  and  8,  although  special  problems  may  be 
assigned  to  individual  pupils  or  to  groups  of  pupils.  In  grade 
9  home  work  should  not  exceed  1^  hours  a  day,  and  should 
not  involve  more  than  two  lessons  on  any  one  day. 

With  five  70-minute  periods,  and  possibly  with  four  such 
periods,  the  home  work  can  be  eliminated  in  grades  7  and  8. 

To  facilitate  the  making  of  the  schedule  of  classes,  the  class 
periods  are  divided  into  non-conflicting  groups,  as  discussed 
in  Chapter  XIV.  The  periods  in  a  given  group  are  designated 
by  a  given  letter,  A,  B,  C,  D  or  E. 

The  following  schedules  are  suggested :  — • 


22 


Bell  Schedule  No.  1. 
This  may  be  called  a  Fixed  Schedule,  since  the  periods  of 
the  blocks  come  in  the  same  order  each  day. 


Minutes.  Monday.         Tuesday.      Wednesday.     Thursday.  Friday, 


8.40 

10 

Opening  exercises 

8.50 

60 

A 
50  minutes 

A 

A 

A 

A 

B 

50  minutes 

9.50 

60 

B 

B 

B 

B 

Assembly 
40  minutes 

10.50 

10 

Setting-up  exercises 

60 

C 

C 

C 

11.00 

C 

50  minutes 

C 

12.00 

30 

Luncheon 

12.30 

60 

D 

D 

D 

D 

D 

40  minutes 

1.30 

10 

Setting-up  exercises 

E 
40  minutes 

60 

E 

E 

E 

E 

1.40 

to  2.40 

Club 

50  minutes 

The  morning  periods  are  shortened  on  Monday  for  the 
assembly  period,  and  the  afternoon  periods  on  Friday  for  the 
club  period.  The  setting-up  exercises  are  omitted  Monday 
morning  and  Friday  afternoon. 


23 


Bell  Schedule  No.  2. 
This  may  be  called  a  Reversing  Schedule,  since  the  periods  of 
the  blocks  are  in  alphabetical  order  on  Monday,  Tuesday,  and 
Friday,  and  in  reverse  order  on  Wednesday  and  Thursday. 


Minutes. 

i 

Monday. 

Tuesday.      Wednesday.      Thursday. 

Friday. 

8.40 

10 

Opening  exercises 

8.50 

00 

A 

50  minutes 

A 

E 

E 

A 

B 

50  minutes 

.9.50 

60 

B 

D 

b 

B 

Assembly 
40  minutes 

10.50 

10 

Setting-up  exercises 

60 

C 

11.00 

C 

50  minutes 

c 

c 

C 

12.00  30 


Luncheon 


D 

12.30 

00 

D 

D 

B 

B 

40  minutes 

1.30 

10 

Setting-up  exercises 

E 
40  minutes 

1.40 
to  2.40 

60 

E 

E 

A 

A 

Club 
50  minutes 

A  reversing  schedule  distributes  the  least  desirable  afternoon 
periods  to  various  blocks. 

In  this  reversinj^j  schedule  it  is  easy  to  remember  the  com- 
j)osition  of  the  blocks. 


24 


Bell  Schedule  No.  3. 
This  may  be  called  a  Rotating  Schedule,  since  the  periods  of 
the  blocks  rotate  on  the  various  days. 


Minutes. 

Monday. 

Tuesday. 

Wednesday. 

Thursday. 

Friday. 

8.40 

10 

Opening  exercises 

8.50 

60 

A 

E 

D 

C 

B 

50  minutes 

9.50 

60 

B 

A 

E 

D 

C 

50  minutes 

10.50 

10 

Setting-up  exercises 

Assembly 
40  minutes 

60 

C 

B 

A 

E 

11.00 

D 
50  minutes 

12.00 

40 

Luncheon 

12.40 

60 

D 

C 

B 

A 

E 
40  minutes 

A 

1.40 
to  2.40 

60 

E 

D 

C 

B 

40  minutes 

Club 
40  minutes 

111  this  rotating  schedule,  also,  it  is  easy  to  remember  the 
composition  of  the  blocks,  —  thus,  a  class  assigned  to  block 
A  comes  INIonday  1,  Tuesday  2,  Wednesday  3,  Thursday  4, 
Friday  5.  Block  C  comes  Monday  3,  Tuesday  4,  Wednesday 
5,  Thursday  1,  Friday  2. 

This  schedule  distributes  the  fifth  period  to  all  the  blocks, 
making  it  possible  for  any  class  to  take  a  field  trip  beginning 
with  the  last  period.  It,  however,  places  both  assembly  and 
club  period  on  the  same  day. 


25 


XII.     PROGRAM   OF   STUDIES. 

Programs  1  and  2  are  based  upon  the  assumption  that  the 
week  will  contain  25  periods  averaging  not  less  than  60  minutes, 
and  in  addition  the  assembly  period,  class  organization  period, 
setting-up  exercises,  and  noon  or  lunch  period. 

Program  1. 


Grade  7. 


Grade  8. 


Grade  9. 


English, 
Library, 
Social  studies, 
Mathematics, 
Science, 

Foreign  language.!) 
Practical  arts,c 
Fine  arts.e 
Physical  training, 
Total,      . 


5 

1 

4 

3 

2 

0  or  3 

3  or  6 


(2 


5 

1 

4 

3 

2 

0  or4 

0  or  2  or  6 

2  or  4 

2 


25 


5 
1 

4 
.(  3a 


Oor  4 

0  or  2  or  6  or  8  d 

0  or  2  or  4 


In  program  2  a  foreign  language  is  not  offered  until  grade 
8.  Pupils  likely  to  decide  to  go  to  a  college  requiring  Latin 
would  be  advised  to  begin  Latin  in  grade  8.  This  plan  makes 
it  unnecessary  for  any  pupil  to  take  two  foreign  languages  in 
grade  9. 

This  program  requires  some  work  in  practical  arts  in  each 
year. 

a  The  mathematics  in  grade  9  should  be  differentiated  to  meet  the  needs  of  different  groups  of 
pupils.    Commercial  pupils  would  take  commercial  arithmetic. 

6  Foreign  language  may  consist  of  Latin,  French,  Spanish,  German,  but  no  school  should 
attempt  to  offer  a  larger  number  of  languages  than  it  can  offer  effectively.  A  beginning  course 
in  any  one  language  should  not  be  offered  at  more  than  two  different  places  in  grades  7,  8,  9, 
and  10. 

c  Practical  arts  may  include  manual  training,  home  economics,  agriculture,  and  commercial 
subjects,  such  as  bookkeeping  and  typewriting. 

d  The  8  periods  of  practical  arts  in  grade  9  permit  commercial  pupils  to  take  some  manual 
training  or  home  economics  in  addition  to  commercial  work. 

e  Under  fine  arts  there  should  be  included  music  and  freehand  and  mechanical  drawing. 


26 


Program.  2. 


Grade  7.      Grade  8. 


Grade  9. 


English 

Library 

Social  studies, 

Mathematics, 

Science, 

Foreign  language 1 

Practical  arts, 

Fine  arts,         ........ 

Physical  training,   ....... 

Total 


25 


.P 


2 

0  or  4 

2  or  6 


12 


5 

1 
4 

3 

2 

0  or  4 

2  or  6  or  8 

0  or  2  or  4 


25 


Program  3  differs  from  program  1  in  that  it  provides  5 
periods  for  physical  training  and  2  periods  for  library,  confer- 
ence, and  study,  and  is  based  on  a  30-period  week. 

Program  3. 


Grade  7. 

Grade  8. 

Grade  9. 

English, 

5 

5 

5 

Social  studies. 

5 

5 

5 

Mathematics, 
Science, 

.         .         .         .         ] 
.         .         .         .         / 

f  3 
I  2 

i: 

3 
5 
2 

Foreign  language. 

Oor  3 

Oor  4 

Oor  4 

Practical  arts. 
Fine  arts. 

10 

3  or  6 
2 

10 

0  or  2  or  6 
2  or  4 

10 

0  or  2  or  6  or  8 
0  or  2  or  4 

Library,  conference. 

and  .study,    . 

2 

2 

2 

Physical  training. 

5 

5 

5 

Total,       . 

30 

30 

30 

XIII.     HOME-ROOM  ORGANIZATION. 

The  mechanics  of  administration  often  appear  to  be  simplified 
by  organizing  home  rooms  so  that  the  pupils  taking  the  same 
variables  may  be  seated  together  in  one  home  room  and  go 
from  class  to  class  as  a  single  unit.  This  plan,  however,  is 
objectionable  because  it  leads  to  stratification  on  the  basis  of 


27 

subjects  pursued.  If  pupils  come  to  be  known  in  all  their 
work  as  college  preparatory  pupils,  commercial  pupils,  etc.,  the 
teacher  comes  instinctively  to  regard  early  choices  as  fixed, 
and  to  lose  sight  of  individual  differences.  The  pupils  them- 
selves become  prejudiced,  and  they  also  lack  the  broader  con- 
tacts necessary  for  integration.  Home-room  classes  may  move 
as  units  in  the  constants  and  break  up  for  the  variables,  if  the 
variables  for  several  classes  (or  in  a  small  school  for  an  entire 
grade)  are  scheduled  so  as  to  be  simultaneous. 

The  danger  of  losing  that  personal  relationship  between  the 
teacher  and  the  pupil  which  obtains  under  the  single  teacher 
control  of  the  elementary  school,  is  minimized  in  the  junior 
high  school  by  considering  the  home  room  as  a  unit  under  the 
leadership  of  the  home-room  teacher.  Whenever  possible  the 
home-room  teacher  should  instruct  the  class  in  at  least  one 
subject. 

To  attain  the  desired  unification  of  this  group  it  must  be 
organized  in  such  a  way  that  the  spirit  of  true  democracy 
obtains  in  all  its  activities,  while  the  teacher  maintains  a 
wholesome  and  sympathetic  guidance  at  all  times.  A  definite 
time  allotment  must  be  made  on  the  program  for  the  distinctive 
home-room  activities. 

A  home-room  organization  broad  enough  to  do  effective 
work  and  yet  not  too  cumbersome  will  comprise  the  following 
officers: — 

1.  President. — ^  The  president  is  (1)  the  presiding  officer  at 
room  meetings  and  (2)  the  teacher's  proxy,  assuming  control 
in  his  absence  and  appointing  the  temporary  teacher  from  the 
class. 

2.  ]' ice-President.  — The  vice-president  assumes  the  duties  of 
the  president  in  his  absence,  and  is  also  the  business  manager 
of  the  class. 

3.  Secretary.  —  The  secretary  is  in  charge  of  room  reports, 
attendance,  class  bulletin  board,  temperature  record,  etc.  He 
also  acts  as  a  reception  committee  of  one  to  extend  the 
courtesies  of  the  class  to  visitors  who  may  come  to  the  room. 

4.  Treasurer.  —  The  treasurer  is  in  charge  of  the  class  funds. 
He  is  collector  for  any  "drives"  which  may  be  undertaken,  and 
has   charge   of   all    sales   of  tickets,   etc.,   for  school   affairs  as 


28 

need  arises.     He  also  acts  as  banker  for  the  room  on  banking- 
days. 

The  officers  from  each  home  room  should  be  organized  into  a 
cabinet  which  will  meet  at  regular  intervals  with  the  principal 
for  the  purpose  of  discussing  the  various  problems  which  arise 
and  the  way  in  which  the  class  or  the  school  might  be  improved. 
As  need  arises  the  principal  will  call  meetings  of  committees 
composed  of  the  presidents  and  vice-presidents  only,  or  the 
secretaries,  or  the  treasurers,  in  order  to  discuss  matters  which 
concern  those  officers  specifically. 

XIV.     MAKING  THE   SCHEDULE. 

1.  Block  Method.  —  A  block  method  is  now  regarded  as 
the  only  scientific  and  satisfactory-  method  of  making  a  junior 
or  a  senior  high  school  schedule.  It  is  the  best  way  of  pro- 
viding satisfactorily  for  — 

(a)  Promotion  by  subject. 

(b)  Flexibility  in  assigning  classes  to  teachers. 

(c)  Flexibility  in  choice  of  variables  for  pupils. 

To  make  a  schedule  by  the  block  method  (a)  the  periods  of 
the  week  viust  be  divided  into  several  blocks,  each  containing 
the  same  number  of  periods,  and  {b)  the  time  allotments  for  the 
subjects,  or  groups  of  subjects,  must  be  consistent  with  the 
number  of  periods  in  the  block. 

In  Chapter  XI  the  25  periods  of  the  week  are  divided  into 
5  blocks  each  containing  5  periods. 

In  Chapter  XII  certain  subjects  have  5  periods  each,  and  all 
other  subjects  are  grouped  so  as  to  give  5  or  10  i)eriods  in  each 
group. 

2.  Parallel  Sections  for  Promotion  by  Subject.  —  Since 
junior  high  school  programs  include  few,  if  any,  free  study 
periods,  promotion  by  subject  in  the  junior  high  school  makes 
impracticable  certain  methods  that  could  be  used  in  the  senior 
high  school  having  many  free  study  periods. 

To  meet  this  difficulty  certain  schedules  in  grade  9  are  made 
parallel  to  other  schedules  in  grade  8,  and  certain  schedules  in 
grade  8  are  made  parallel  to  other  schedules  in  grade  7;  that 
is,  the  subjects  or  groups  of  subjects  in  one  schedule  come  at 


29 


the   same   times   as   the   corresponding   subjects  or   groups   of 
subjects  in  the  other  schedule. 

The  following  Chart  of  Sample  Parallel  Schedules  is  based 
on  the  time  allotments  in  programs  1  and  2  of  Chapter  XII, 
and  the  subjects,  and  groups  of  subjects,  are  designated  as 
follows :  — 

E  —  English, 

S  —  Social  studies  and  librarj'^  period. 
M  —  Mathematics  and  science. 

V  —  Variables,  consisting  of  foreign  language,  practical  arts,  fine  arts,  and 
physical  training. 

In  this  chart  — 

Schedule  9-1  is  parallel  to  schedule  8-1. 
Schedule  9-2  is  parallel  to  schedule  8-2. 
Schedule  8-3  is  parallel  to  schedule  7-1. 
Schedule  8-4  is  parallel  to  schedule  7-2. 


Chart  of  Sample  Parallel  Schedules. 


Schedules. 

Block  A. 

Block  B. 

Block  C. 

Block  D. 

Block  E. 

9-1 

E 

S 

j        M 

1        V 

r     V 

Parallel  to  8-1 

9-2 

S 

E 

1        V 

I        V 

Parallel  to  8-2 

8-1 

E 

S 

M 

1        ^ 

1      '' 

Parallel  to  9-1 

8-2 

S 

E 

M 

1 

Parallel  to  9-2 

8-3 

!    "^ 

V 

E 

s 

M 

Parallel  to  7-1 

8-4 

1        V 

V 

s 

M 

E 

Parallel  to  7-2 

7-1 

f   ^ 

1        ^ 

E 

s 

-AI 

Parallel  to  8-3 

7-2 

1 

I        V 

I        V 

S 

M 

E 

Parallel  to  8-4 

Other  schedules  in  the  school  need  not  necessarily  be  made 
parallel,  since  any  pupil  having  work  in  two  consecutive  grades 
can  be  given  one  of  the  above  schedules. 

3.  Partially  Parallel  Schedules.  —  In  the  preceding 
chart  the  schedules  of  9-1  and  9-2  were  partially  parallel,  that 
is,  certain  subjects,  or  groups  of  subjects,  were  simultaneous  in 
the  two  sections,  while  other  subjects  were  not  simultaneous. 
Similarly  8-1  and  8-2,  S-3  and  8-4,  and  7-1  and  7-2  were 
partially  parallel. 


30 

This  arrangement  makes  it  possible  for  pupils  taking  different 
electives  to  associate  in  classes  in  the  constants,  —  English, 
social  studies,  and  science.  It  also  makes  it  possible  for  one 
English  teacher  to  have  both  9-1  English  and  9-2  English, 
which  would  be  impossible  if  the  schedules  were  completely 
parallel  instead  of  partially  parallel. 

It  will  be  noted  also  that  9-1  and  9-2  do  have  mathematics 
in  the  same  block.  This  makes  it  possible  to  regroup  the 
pupils  in  the  mathematics  period  so  that  part  of  them  will 
take  one  type  of  mathematics  under  one  teacher,  and  another 
group  will  take  another  type  under  another  teacher. 

Similarly  9-1  and  9-2  have  their  variables  in  blocks  D  and  E. 
This  makes  it  possible  to  regroup  these  pupils  when  they  have 
these  variables  in  accordance  with  the  variables  that  they  take. 

4.  Home-room  Classes  not  Identical  with  Schedule 
Sections.  ■ —  A  schedule  section  consists  of  all  the  pupils  who 
follow,  more  or  less  closely,  a  given  schedule. 

As  stated  in  Chapter  XIII,  home-room  classes  should  be 
composed  of  pupils  taking  different  variables,  that  is,  no  home 
room  should  be  made  up  exclusively  of  pupils  taking  the  same 
variables. 

Two  home  rooms  may  be  made  up  of  pupils  following  two 
partially  parallel  schedules,  each  home  room  containing  both 
boys  and  girls.  It  is  then  possible  for  each  home  room  class  to 
remain  together  for  the  constants  and  for  the  two  classes  to  be 
regrouped  for  the  variables.  These  variables  of  course  may  in- 
clude boys'  shop  work  and  home  economics. 

It  is  not,  however,  necessary  that  a  home  room  should  be 
composed  of  pupils  following  schedules  that  are  even  partially 
parallel. 

5.  Assignment  of  Classes  to  Teachers.  —  Under  the  block 
plan  a  teacher  may  be  given  any  class  in  block  A,  any  class  in 
l)l(Kk  B.  any  class  in  block  C,  etc. 

XV.     PROMOTION. 

Promotion  })y  subject  is  urged  as  one  of  the  chief  advantages 
to  ])e  derived  from  the  junior  high  school  organization.  As- 
suredly no  pupil  should  be  required  to  repeat  a  course  that  he 
has  satisfactorily  completed.     Means  should  be  devised,  how- 


31 

ever,  to  prevent  (1)  ragged  work,  whereby  certain  pupils  lag 
behind  in  some  subjects  and  forge  ahead  in  others,  and  (2)  the 
substitution  of  superficiality  for  thoroughness  on  the  part  of 
able  students  in  their  desire  to  "save  time."  To  prevent 
ragged  edges  the  study-coach  organization  to  be  described 
below  is  recommended.  To  secure  broad  and  thorough  work 
on  the  part  of  abler  pupils  it  is  recommended  that  they  be 
encouraged  to  cut  a  wider  swath  than  the  less  able  students. 
This  result  may  be  secured  by  the  plan  of  basic  and  supple- 
mentary assignments,  whereby  every  pupil  is  required  to 
master  the  fundamentals  in  each  lesson,  and  is  encouraged  to 
do  supplementary  work  whenever  he  can.  Such  supplementary 
work  may  consist  of  special  investigations  or  problems,  the 
results  to  be  contributed  to  the  class  as  occasion  permits. 

With  the  aid  of  the  study-coach  organization  and  the  giving 
of  basic  and  supplementary  assignments,  it  should  be  possible 
to  reduce  failures  to  an  absolute  minimum  (o  to  6  per  cent), 
and  at  the  same  time  keep  the  abler  pupils  working  at  their 
optimum  speed.  It  is  not  recommended  that  any  considerable 
number  of  pupils  should  spend  less  than  three  years  in  a  three- 
year  junior  high  school. 

In  accordance  with  the  ideas  expressed  in  the  foregoing 
paragraphs,  it  is  recommended: 

1.  That  promotion  in  the  junior  high  school  shall  be  by 
subject.  A  pupil  who  has  completed  the  work  in  a  subject  in 
one  grade  shall  be  promoted  to  the  next  grade  in  that  subject. 

2.  That  transfer  of  an  over-age  pupil  in  any  subject  from 
one  grade  to  a  higher  one  shall  be  effected  when  it  is  apparent 
to  the  princi])al  that  the  pui)il  has  obtained  from  the  subject 
in  that  grade  the  maximum  that  he  is  capable  of  assimilating. 

3.  That  pupils  shall  be  promoted  from  the  junior  high  school 
to  the  senior  high  school  upon  the  recommendation  of  the 
principal  of  the  junior  high  school. 

4.  That  promotion  shall  be  made  at  the  end  of  a  school 
year,  a  semester,  or  during  a  semester,  when  in  the  judgment 
of  the  principal  such  promotion  seems  to  be  for  the  best  interest 
of  the  individual. 


32 


XVI.    MARKING  SYSTEM. 

The  marking  system  should  be  as  simple  as  possible,  and 
the  symbols  used  should  have  well-defined  and  easily  understood 
meanings. 

The  use  of  percentages,  or  of  any  numerical  scale,  should 
be  discarded  for  the  following  reasons:  — - 

(a)  It  is  not  possible  to  indicate  degrees  of  attainment  with 
such  mathematical  precision  as  is  conveyed  by  a  scale  having 
100,  or  even  10,  to  indicate  perfection. 

(6)  The  notion  that  a  student  should  be  promoted  when,  and 
only  when,  he  has  accomplished  jV?  or  any  other  uniform 
fraction,  of  the  work  fails  to  take  into  account  the  types  of 
material  involved.  Some  facts,  principles,  and  relations  must 
be  mastered  absolutely  as  tools.  Partial  knowledge  will  not 
avail.  Other  ideas  are  valuable  but  not  pivotal.  Furthermore, 
knowledge  is  only  one  of  the  five  attributes  to  be  inculcated. 
Habits,  powers,  interests,  and  ideals  are  of  equal  if  not  greater 
importance,  but  they  cannot  be  measured  in  percentages. 

To  be  satisfactory  a  system  of  marks  should  answer  the 
following  questions:  — 

Is  the  attainment  in  the  subject  — 

(1)  Of  high  excellence?  Such  as  is  ordinarily  secured  by 
only  about  5  to  10  per  cent  of  a  class. 

(2)  Good  and  satisfactory?  This  ordinarily  should  mean 
work  above  the  average.  In  grade  9  or  in  the  senior  high 
school  this  means  a  grade  which  would  warrant  the  school  in 
certificating  the  work  for  college  entrance;  or  of  equivalent 
excellence  if  the  work  is  in  a  subject  not  ordinarily  taken  by 
pupils  going  to  college. 

(3)  Such  that  the  pupil  may  wisely  proceed  in  the  subject? 
This  may  be  called  a  qualifying  mark.  In  the  case  of  subjects 
in  which  a  thorough  foundation  must  be  secured  in  order  that 
the  pupil  may  undertake  the  work  of  the  next  year  with 
reasonable  success,  this  mark  should  not  be  given  unless  the 
work  is  distinctly  good. 

Even  if  a  pupil  has  not  mastered  a  subject  so  well  that  he 
may  wisely  proceed  in  that  subject,  it  may  be  that  he  has 
acquired    certain    educational    results,    valuable    for    him,    on 


33 

account  of  which  he  shall  be  given  a  passing  mark.  Many 
failures  to-day  are  due  to  the  belief  on  the  part  of  the  teacher 
that  the  pupil  has  not  reached  a  standard  such  that  he  should 
take  the  next  year's  work  in  that  particular  subject.  The 
junior  high  school  is,  however,  an  exploratory  school,  and  a 
pupil  should  have  some  kind  of  credit  for  a  course  in  which 
he  has  made  an  honest  and  sustained  effort,  and  from  which 
he  personally  has  derived  real  benefit  in  terms  of  his  own 
development. 

Consequently,  in  case  a  negative  answer  must  be  given  to  the 
three  preceding  questions,  the  fourth  question  should  be  — 

(4)  Has  the  pupil  secured  results  in  his  own  education  such 
that  he  should  have  passing  credit  for  the  course,  even  though 
he  should  not  continue  the  subject? 

A  pupil  of  good  native  ability  in  any  particular  subject 
could  not  receive  this  mark  in  that  subject,  for  if  he  applied 
himself  diligently  he  would  receive  at  least  a  qualifying  mark. 

It  should  be  noted  at  this  point  that  question  (4)  is  radically 
different  from  the  first  three  questions.  It  relates  to  the 
progress  of  the  pupil  in  terms  of  his  oAvn  personal  development. 
The  pupil  of  larger  ability  should  be  required  to  apply  himself 
no  less  diligently  than  the  pupil  of  lesser  ability.  The  actual 
attainment  of  pupils  may  and  will  vary  —  "  to  whom  much  is 
given,  of  him  shall  much  be  required."  The  school  has  a  right 
to  expect  honest  effort  from  each  and  every  pupil,  but  it  has 
no  right  to  expect  that  all  the  pupils  can  reach  the  same 
standards  of  achievement.  The  first  three  questions  ignore 
personal  differences  in  ability,  and  are  therefore  objective, 
while  the  fourth  question  is  subjective. 

The  following  system  of  marks  meets  the  above  requirements 
and  is  therefore  recommended:  — 

p. n     fl        u      '    I  ^°  grade  9,  of  a  quality  warranting  certification. 

C  —  Fair  work,  entitling  the  pupil  to  proceed  in  that  subject. 

X  —  Entitling  the  pupil  to  credit,  but  not  entitling  him  to  proceed  in  that 

subject. 
F  —  Failure. 


34 


XVII.  RECORDS  AND  REPORTS. 

An  adequate  system  of  records  and  reports  is  essential  to 
give  the  public  information  concerning  its  schools,  to  give 
important  data  to  the  school  department  and  to  students  of 
education,  and  to  provide  permanent  records  regarding  indi- 
vidual pupils  for  reference  when  needed. 

"The  Classroom  Teacher,"  by  Strayer  and  Englehardt,  gives 
an  interesting  diagram  showing  the  parts  of  the  school  system 
that  must  be  welded  together  by  a  record  and  report  plan. 

To  satisfy  the  above  needs  and  to  facilitate  the  administra- 
tion, the  records  and  reports  illustrated  on  the  following  pages 
are  suggested.  Other  records  and  reports  not  having  a  definite 
relation  to  the  organization  and  administration  of  a  junior 
high  school  are  omitted. 

F'oK.M  1.  School  Registers.  —  The  school  registers  fur- 
nished by  the  State  Department  of  Education  contain  the 
provisions  of  the  law  and  explicit  directions  regarding  the 
keeping  of  school  registers. 

FoR^i  2.  Pupils'  Permanent  Record  Cards.  —  A  per- 
manent "high  school  record  card,"  8|  by  11  inches,  has  been 
designed  by  the  Dei)artment  of  Education  and  can  be  pur- 
chased of  the  State  Printers,  .'32  Derne  Street,  Boston,  at  $4 
I)er  hundred.  A  sheet  giving  directions  is  furnished  with  each 
order.  This  record  card  provides  for  keeping  certain  valuable 
information  not  provided  for  on  most  cards.  If  any  other 
system  is  used  it  should  provide  for  all  of  the  data. 

Record  cards  should  be  kept  in  a  fireproof  vault,  safe,  or 
strong  box.  No  new  building  should  be  constructed  without 
such  a  vault.  Schools  occupying  old  buildings  should  provide 
either  a  safe  or  a  strong  metal  box  with  lock  and  key. 

It  is  of  the  utmost  importance  that  these  record  cards 
should  be  accurately  kept  up  to  date,  and  that  all  entries 
should  be  legible  and  in  ink.  Inaccurate  records  are  a  source 
of  great  injustice  to  ])U])ils,  and  lead  to  serious  difficulties, 
especially  where  there  is  a  change  in  the  teaching  force.  (See 
discussion  of  marking  system,  Section  XVI.) 

Form  3.  Transfer  Sheet.  —  To  be  made  out  in  duplicate, 
one  to  be  given  to  the  ])upil,  and  the  other  to  be  sent  to  the 


35 

office  of  the  superintendent  of  schools  in  the  city  or  town  to 
which  the  pupil  is  going.  These  sheets  are  identical  in  form 
with  the  permanent  record  cards,  and  may  be  secured  at  the 
State  Printers  at  $2.25  per  hundred. 

Form  4.  Physical  Record  Card.  —  Form  lOS,  Stray er 
and  Englehardt's  School  Record.  Gives  comj)lete  data  — 
physical  record,  personal  history,  family  history,  record  of 
advice  to  parents,  results,  etc.  Published  by  C.  F.  Williams, 
Inc.,  3()  Beaver  Street,  Albany,  N.  Y. 

FoR^i  5.  Report  Card.  (Trenton,  X.  J.).— Report  cards 
should  be  sent  to  the  homes  of  all  pupils  at  least  five  times  a 
year,  examined  and  signed  by  the  parent  or  guardian,  and 
returned  to  the  home-room  teacher  ^^-ithin  three  days.  Report 
cards  should  be  prepared  in  such  a  way  as  to  convey  to  the 
parent  or  guardian  a  clear  and  intelligible  idea  as  to  the 
progress  of  the  pupil.  The  marks  should  be  cumulative,  as 
that  is  the  only  way  in  which  the  j^arent  can  know  the  standing 
of  the  pupil  at  a  given  time. 

Form  6.  Interim  Reports.  —  (A)  Possibility  of  better  work 
card  (Reading).  (B)  Poor  work  card  (Medford).  When  a 
pupil's  work  is  such  as  to  call  for  special  help  or  special  atten- 
tion on  the  part  of  the  parent  or  guardian  a  special  report 
should  be  sent  immediately. 

Form  7.  Class  Report  Sheets.  —  In  order  that  the  marks 
to  be  given  to  the  members  of  each  class  may  be  studied  by 
the  principal  before  they  are  recorded  on  the  permanent  record 
cards,  the  use  of  a  class  report  sheet  is  recommended.  This 
sheet  should  contain  the  names  of  the  members  of  the  class, 
and  should  contain  as  many  columns  as  there  are  reports 
during  the  year.  The  marks  that  the  teacher  proposes  to  give 
should  be  entered  and  the  sheet  transmitted  to  the  principal. 
If  it  appears  to  the  principal  that  the  teacher  may  be  giving 
marks  that  are  either  too  high  or  too  low  the  principal  should 
confer  with  the  teacher,  to  the  end  that  any  error  in  judgment 
may  be  corrected  before  the  marks  are  entered  on  the  per- 
manent record  cards,  on  the  re])ort  cards,  or  are  made  known 
to  the  pupils. 

Form  8.  Bimonthly  Progress  Card.  —  At  the  end  of 
each  bimonthly  period  the  teacher  should  file  a  card  for  each 


36 

class  showing  the  work  covered  during  the  two  preceding 
months.  These  cards  should  be  preserved  for  reference. 
They  may  well  be  4  by  6  inches  and  kept  in  a  special  drawer. 

Form  9.  Annual  Progress  Card.  —  A  similar  card  for 
each  course  summarizing  the  work  of  the  year  should  be  made 
out  by  the  teacher  and  filed  with  the  principal.  In  schools 
where  there  are  several  sections  in  the  same  work  the 
supervisor  of  the  department  may  make  out  these  cards  in 
case  the  work  covered  by  the  various  sections  is  practically 
the  same.  Otherwise  a  separate  card  should  be  filed  for  each 
section. 

Form  10.  Temperature  Records.  —  In  order  to  stimulate 
attention  to  the  temperature  of  the  classroom  it  is  recom- 
mended that  a  temperature  record  be  kept  in  each  room.  The 
record  may  well  be  made  by  pupil  monitors. 

Form  11.  Daily  Schedule  Card.  (Arlington.) — Has 
spaces  for  writing  in  subject,  room  number,  and  seat  number 
for  every  period,  on  each  day  of  the  week.  One  card  to  be 
retained  by  the  pupil,  and  the  duplicate  to  be  filed  in  the 
principal's  office. 

Form  12.  Commendation  Card.  (New  Britain,  Conn.)  — 
Given  to  a  pupil  at  any  time,  commending  him  for  work  in  a 
subject  or  for  some  task  performed  in  a  creditable  manner. 

Form  1.3.  Teacher's  Monthly  Report.  (Medford.)  —  To 
give  the  principal  data  necessary  for  making  out  the  principal's 
monthly  report  for  the  superintendent's  office. 

Form  14.  Principal's  Monthly  Report.  (Medford.)  — 
To  be  compiled  from  form  13  and  sent  to  the  superintendent's 
office. 

Form  15.  Report  of  Absentees.  (Trenton,  N.  J.)  —  To 
be  filled  out  by  each  teacher,  giving  the  names  of  absent 
pupils  for  each  period. 

Form  16.  Absence  Slip.  (Medford.)  —  To  be  filled  out 
by  the  parent  certifying  the  cause  of  a  pupil's  absence. 

Form  17.  Dismissal  Sup.  (Rochester,  N.  Y.)  —  A  form 
in  duplicate,  one  part  to  be  filled  out  by  the  pupil  who  neglects 
to  bring  a  written  request  from  his  parent,  the  other  part  to 
be  brought  to  school  the  following  day  giving  the  reasons  for 
the  pupil's  dismissal  from  school  and  signed  by  the  parent. 


37 

Fomi  IS.  Tardiness  Slip.  (Rochester,  N.  Y.) — A  form 
for  a  tardy  pupil  to  be  used  like  Form  IG.  With  this  form 
small  slips  of  different  colors  are  ^iven  the  i)upil  to  admit  him 
to  classes. 

Form  19.  Home-work  Report.  (Wellesley.)  —  To  be  used 
when  credit  is  given  for  outside  work  in  music.  To  be  signed 
by  the  pupil,  and  certified  by  the  parent  and  instructor. 

P'ORM  20.  Janitorial  Service  Card.  (Rochester,  N.  Y.) 
—  To  be  used  by  a  teacher  who  wishes  the  janitor  to  correct 
some  unsatisfactory  condition,  or  to  do  extra  work.  To  be 
filed  with  the  principal  and  transmitted  to  the  janitor  if 
approved. 

Form  21.  In  Absence  of  the  Teacher  Card.  (New 
Britain,  Conn.)  —  Has  blanks  for  indicating  who  conducted 
the  class  in  the  teacher's  absence,  the  conduct  of  the  class,  and 
other  remarks.     To  be  signed  by  the  secretary  of  the  class. 

Form  22.  Record  of  Pupils  not  promoted.  (New  Britain, 
Conn.)  —  On  one  side  of  the  card  the  teacher  gives  informa- 
tion concerning  a  pupil  not  recommended  for  promotion.  The 
reverse  side  is  filled  out  by  the  principal,  indicating  that  he 
has  checked  the  pupil's  record  and  inability  to  do  the  work  of 
the  next  grade. 

Form  2:3.  Individual  Information  Blank.  (Rochester, 
N.  Y.)  —  (A)  Home-room  teacher's  report;  (B)  Students' 
report;   (C)  Parents'  report;  (D)  Vocational  counselor's  report. 

Form  24.  Elective  Blank.  (Rochester,  N.  Y.)  —  Lists 
the  courses  offered  in  the  junior  high  school.  Has  space  for 
the  parent's  signature  in  approving  the  courses  recommended 
for  the  pupil. 

Form  25.  Assignment  to  Grade  and  Division  Card. 
(Springfield.)  —  The  subjects  that  the  pupil  is  taking  are 
written  on  one  half  of  the  card,  on  the  other  half  the  office 
fills  in  the  subjects  to  be  taken,  and  writes  the  period  and 
room  numbers  opposite  each  subject.  The  home-room  teacher 
checks  the  statements  on  the  card. 

Form  26.  Work  Wanted  Card.  (New  Britain,  Conn.)  — 
To  be  filled  out  by  pupils  who  want  work  outside  of  school 
hours. 


114518 


38 


XVIII.    EDUCATIONAL  GUIDANCE. 

In  order  that  the  junior  high  school  may  be  a  real  transi- 
tional school,  it  must  provide  adequate  educational  guidance 
for  all  its  pupils.  Educational  guidance  must  relate  to  all  the 
objectives  of  education,  of  which  vocation  is  only  one.  Edu- 
cational guidance  is  therefore  more  inclusive  than  vocational 
guidance. 

It  should  provide  information  for  the  teacher  or  director  in 
regard  to  the  powers,  desires,  ambitions,  and  possible  extent 
of  school  attendance  of  the  indi^'idual  pupil. 

It  should  provide  information  for  the  pupil  in  regard  to  the 
purposes  of  various  subjects  and  curriculums  in  the  school 
system;  in  regard  to  the  opportunities  in  vocational,  social, 
and  avocational  fields;  and  in  regard  to  the  physical,  mental, 
technical  and  social  training  upon  which  the  grasping  of  these 
opportunities  rests. 

It  should  arrange  for  a  variety  of  educational  contacts 
through  the  various  extra-curriculum  activities.  It  should 
furnish  actual  try-outs  in  a  number  of  different  lines  of  trade, 
business,  and  educational  endeavor,  in  order  that  latent  apti- 
tudes may  be  awakened  and  predominant  interest  discovered. 

It  should  bring  all  forces  in  the  school  to  bear,  to  the  end 
that  continuance  in  school  may  be  secured  to  the  last  moment 
that  such  continuance  is  profitable,  and  that  entrance  into 
another  field  may  be  as  profitable  for  the  individual's  ultimate 
welfare  as  possible.  In  this  particular  field  many  organizations 
of  public  welfare  will  be  glad  to  co-operate. 

These  considerations  suggest  in  the  junior  high  school  the 
advisability  of  — 

(a)  A  director  of  educational  guidance. 

{b)  Opportunity  classes. 

{c)   Student  clubs. 

(d)  Talks  by  prominent  citizens. 

(e)  "Try-outs,"  either  inside  or  outside  of  school. 

(/)    Co-operation  and  correlation  of  work  among  departments. 
(g)  Reasonable  transfer  of  courses  upon  evidence  of  unwise 
choice. 


39 

Among  the  agencies  that  should  be  utilized  for  educational 
guidance  the  following  may  be  specifically  treated:  — 

1.  Vocational  Civics.  —  A  considerable  part  of  the  course 
in  community  civics,  which  should  be  required  of  all  ninth 
grade  pupils,  should  be  devoted  to  a  study  of  vocations,  or  a 
course  in  occupations  can  be  organized  and  taught  as  one  of 
the  social  studies.  This  study  should  emphasize  the  contri- 
butions made  to  society  by  vocations,  including  both  common 
occupations  and  professions.  The  two  ideas  to  receive  empha- 
sis should  be  (1)  the  service  to  society  rendered  by  those  who 
engage  in  the  vocation,  and  (2)  the  vocation  as  a  means 
whereby  the  individual  will  find  an  incentive  and  an  oppor- 
tunity for  the  development  of  his  latent  powers,  abilities, 
interests,  and  ideals. 

Among  the  suitable  texts  may  be  mentioned  — 

Vocational  Civics,  Giles  and  GUes,  Macmillan. 

Occupations,  Gowan  and  Wheatley,  Ginn  &  Co. 

Vocations  for  Girls,  Laselle  and  Wiley,  Houghton  Mifflin  Compan3% 

Business  Employments,  Allen,  Ginn  &  Co. 

Suggestions  may  be  obtained  from  "A  Guide  to  the  Study  of 
Occupations,"  b}'  Allen,  pubhshed  by  the  Harvard  University 
Press. 

2.  English  Composition.  —  A  part  of  the  work  in  English 
composition  each  year  should  be  devoted  to  vocational  themes. 
This  plan  is  described  in  "Vocational  and  Moral  Guidance," 
by  Jesse  B.  Davis,  Ginn  &  Co. 

The  method  is  briefly  described  in  United  States  Education 
Bulletin  No.  2  for  1917,  "Reorganization  of  English  in  Second- 
ary Schools,"  pages  143-147. 

3.  Every  subject  should  be  so  taught  as  to  throw  light 
upon  some  phase  of  the  world's  work.  Teachers  should  keep 
this  aim  before  them.  For  instance,  in  history,  each  student 
may  make  a  study  of  the  history  of  some  industry  or  profession. 

4.  Extra  classroom  activities  should  reveal  aptitudes  and 
arouse  interest  in  many  aspects  of  the  world's  work. 

The  school  paper  may  find  journalists  and  reporters. 
The  library  mav  discover  librarians. 


40 

The  managerial  positions  in  athletics  may  discover  managerial 
ability. 

Assembly  exercises  especially  may  be  used  for  talks  by 
professional  men  and  others  regarding  their  vocations. 

5.  Records,  such  as  may  be  provided  for  on  the  back  of 
the  high  school  record  card,  should  show  the  interests  and 
intentions  of  pupils  from  year  to  year. 

6.  Conferences  with  individual  pupils  should  help  them 
to  clarify  their  own  views. 

7.  Home-room  teachers  should  discuss  with  each  pupil  his 
successes  and  difficulties  from  time  to  time.  When  electives 
are  chosen  for  the  following  year  the  whole  question  should 
be  discussed  with  each  pupil. 

XIX.     STUDY  COACH. 

The  study  coach  will  have  no  definite  class  or  subject  assign- 
ment. 

Specific  Duties.  —  (1)  To  help  pupils  who  have  fallen  behind 
the  regular  work  of  the  class,  due  to  absence  or  failure  to 
grasp  the  subject  through  class  instruction. 

(2)  To  assist  those  who  wish,  or  are  advised,  to  change 
courses,  and  are  behind  the  present  class  in  one  or  more 
subjects. 

(3)  To  teach  certain  pupils  how  to  study,  particularly  those 
in  whom  the  power  of  application  has  not  been  developed. 

(4)  To  provide  for  those  who  easily  perform  the  work  given 
the  class  and  can  take  a  more  extensive  treatment  of  the 
subject. 

Special  Qualifications.  —  Patience,  thoroughness,  exceptional 
versatility. 

XX.    TRAINING,    QUALIFICATIONS,    AND    SALARIES  OF 

TEACHERS. 

The  characteristic  functions  of  the  junior  high  school  require 
the  careful  selection  of  teachers,  since  (1)  early  adolescence  is 
a  transition  period  in  the  school  life  of  a  child;  (2)  the  instruc- 
tion must  be  closely  related  to  the  activities  of  real  life,  as  it 
includes  fundamentals,  enrichment,  and  prevocational  studies; 


41 

and    (3)    departmental    teaching    includes    groups    of    related 
subjects. 

1.  Qualifications  and  Preparation  of  Teachers.  —  The 
factors  to  be  considered  are  (1)  personality;  (2)  professional 
preparation;  (3)  scholastic  preparation;  (4)  vocational  prepara- 
tion;   (5)  practice  or  experience. 

The  perso7iality  of  the  teacher  should  include  the  power  of 
leadership,  and  also  the  disposition  and  ability  to  co-operate 
with  others  in  carrying  out  constructive  plans  of  work.  The 
teacher  must  command  the  respect  and  arouse  the  enthusiasm 
of  the  children,  and  at  the  same  time  have  a  genuine  interest 
in  the  development  of  each  child  as  a  factor  in  society.  Tact 
is  a  very  important  element  in  the  personality  of  the  teacher. 

The  professional  preparation  should  include:  (1)  A  study  of 
the  psychology  of  adolescence.  This  study  should  be  associ- 
ated with  directed  observation  of  children  before  and  during 
the  adolescent  period.  (2)  The  study  of  the  plan  of  organi- 
zation of  the  activities  of  the  junior  high  school.  (3)  The 
organization  of  the  subject-matter  best  adapted  to  meet  the 
needs  of  this  kind  of  a  school,  and  the  method  of  teaching 
it.  (4)  Supervised  practice  or  experience  in  teaching  children 
of  junior  high  school  age.  (5)  Certain  of  the  prevocational 
subjects  require  special  vocational  experience  and  study. 

The  scholastic  preparation  should  include  (1)  a  broad  general 
education,  including  the  study  of  subjects  related  to  those 
taught  in  the  junior  high  school;  (2)  specialized  preparation 
for  departmental  teaching.  One-third  of  the  time  should  be 
devoted  to  this  element  of  preparation. 

2.  Training  in  Service.  —  While  this  type  of  school  is  still 
adjusting  itself,  even  the  best  preliminary  preparation  will  need 
to  be  supplemented  by  a  continued  study  of  its  problems:  (1) 
Definitely  organized  faculty  studies  of  the  co-ordination  of  the 
teaching  in  the  different  departments,  and  of  the  organized 
activities  of  the  school.  (2)  Supplemental  study  of  subject- 
matter  and  of  the  methods  of  teaching.  (3)  Regular  con- 
ferences of  departmental  groups  of  teachers  and  of  directors 
of  junior  high  schools. 

3.  Salaries.  — Teachers  should  receive  salaries  based  on  their 
qualifications,   regardless   of  the   schools  in  which  they  teach. 


42 

To  provide  proper  instruction  in  subjects  hitherto  considered 
high  school  subjects,  but  now  made  part  of  the  junior  high 
school  program,  it  is  important  that  the  teachers  should  have 
adequate  qualifications,  both  in  scholarly  preparation  and  in 
experience. 

XXI.     SUPERVISION  OF  INSTRUCTION. 

The  purpose  of  supervision  of  classroom  instruction  is  to 
establish  a  unity  of  effort  throughout  the  school  system,  and 
to  improve  the  methods  and  results  of  teaching.  Unity  of 
purpose  does  not  mean  uniformity  of  method  and  procedure. 

The  superintendent  of  schools  should  appoint  supervisors  of 
departments  in  the  junior  high  schools.  These  supervisors  may 
or  may  not  be  teachers  in  the  senior  high  school. 

In  order  to  establish  and  maintain  co-ordination  between 
the  junior  high  school  and  the  senior  high  school  the  superin- 
tendent should  conduct  frequent  departmental  conferences  of 
junior  and  senior  high  school  teachers,  supervisors,  and  prin- 
cipals. 

The  principal  and  supervisors  should  acquire  and  maintain 
a  clear  and  accurate  vision  of  the  total  series  of  results  which 
are  to  be  achieved  by  the  organization  for  which  they  are 
providing  leadership.  The  principal  should  develop  and  main- 
tain in  all  members  of  his  teaching  staff  a  vision  of  the  ends 
to  be  attained.  The  teachers  should  be  allowed  initiative  in 
planning  the  details.  The  principal  needs  to  inform  himself 
thoroughly  as  to  the  processes  to  be  performed  in  the  attain- 
ment of  each  of  the  objectives.  As  leader  of  the  junior  high 
school  group,  the  principal  should  delegate  authority  to  his 
associates  as  fully  as  possible.  He  should  understand  that  the 
responsibility  for  the  proper  performance  of  duties  and  the 
correct  exercise  of  authority  on  the  part  of  his  assistants  rests 
with  him,  and  that  he  cannot,  even  if  he  so  desired,  escape 
responsibility  in  them. 

The  supervision  of  classroom  instruction  should  be  based  on 
definite  criteria  for  judging  the  subject-matter,  methods,  and 
results.     The  following  points  should  be  noted:  — 

(1)  The  adaptation  of  the  teaching  to  the  interests,  capacities, 
and  abilities  of  the  pupils. 


43 

(2)  Conformit}'  to  the  laws  of  learning. 

(3)  Adaptation  to  the  aims  and  purposes  of  the  course. 

(4)  Adaptation  to  the  specific  character  of  the  lesson,  e.g., 
if  the  lesson  is  a  lesson  in  literature,  is  the  emphasis  on  liter- 
ature or  on  something  else? 

(5)  Adaptation  of  the  teaching  to  effective  class  management. 

(6)  Other  matters  pertaining  to  class  management. 

XXII.    LENGTH  OF  SCHOOL  YEAR. 

We  recommend  that  the  school  year  be  not  less  than  one 
hundred  eighty  days  in  length,  with  an  additional  period  of  six 
weeks  devoted  to  the  making  up  of  deficiencies,  to  strengthen- 
ing work,  and  to  outdoor  recreation. 

XXIII.    BUILDINGS. 

The  success  of  the  junior  high  school  depends,  to  a  large 
degree,  upon  the  building  provided. 

1.  Utilization  of  Old  Buildings.  —  The  adoption  of  the 
junior  high  school  plan  need  not  be  postponed  until  new 
buildings  can  be  erected  if  pupils  in  the  various  schools  can 
be  so  rearranged  that  those  in  the  junior  high  school  grades 
can  be  brought  together  in  large  numbers  into  one  or  more 
junior  high  schools.  "When,  however,  a  junior  high  school  is 
established  in  an  old  building,  provision  should  be  made  for 
boys'  shop  work,  home  economics,  physical  training,  and  as- 
sembly exercises. 

2.  Nl-mber  and  Location  of  New  Buildings.  —  The 
number  and  location  of  new  buildings  for  junior  high  school 
work  should  receive  careful  study  in  each  community.  The 
following  general  observations  may  be  helpful :  — 

(1)  Economy  and  Efficiency  of  Large  Buildings.  —  One  junior 
high  school  organization,  even  if  it  contains  as  many  as  1,000 
to  2,000  pupils,  is  far  more  efficient  and  economical  than 
two  smaller  schools.  The  cost  of  building  is  less,  fewer  teachers 
are  required,  the  salary  of  one  principal  is  saved,  duplication 
of  equipment  is  avoided,  and  cost  of  fuel  and  janitorial  service 
is  reduced.  Moreover,  a  greater  variety  of  courses  can  be 
offered,  and  the  provisions  for  physical  training  and  club 
activities  can  be  made  far  more  attractive  and  effective. 


44 

(2)  Walking  Distance.  —  Pupils  of  junior  high  school  age  are 
really  benefited  by  walking  to  and  from  school  when  they 
live  a  mile  and  a  quarter,  or  even  a  mile  and  a  half,  from  school. 
In  fact,  those  junior  high  school  pupils  who  live  from  three- 
quarters  of  a  mile  to  a  mile  and  a  quarter  from  school  are,  on 
this  account,  more  favorably  located  than  those  who  live 
nearer  to  the  school. 

(3)  Contributing  Area.  —  In  view  of  the  foregoing  considera- 
tions the  desirable  contributing  area  of  junior  high  schools  may 
be  stated  as  follows:  — 

(a)  In  rural  communities  and  small  cities  the  economy  and 
efficiency  of  the  larger  junior  high  school  is  so  great  as  to  war- 
rant the  enlargement  of  the  contributing  area  by  providing 
transportation  for  those  pupils  who  can  reach  the  junior  high 
school  without  undue  hardships  and  excessive  cost  in  time 
and  money. 

{h)  In  medium-sized  cities  it  may  be  stated  as  a  general  rule 
that  there  should  be  only  one  junior  high  school  if  90  per  cent 
of  the  pupils  live  within  a  radius  of  a  mile  and  a  half  from  the 
proposed  school. 

(c)  In  large  cities  of  considerable  area  junior  high  schools 
should  be  so  distributed  that  all  thickly  populated  parts  of 
the  city  will  be  within  a  mile  and  a  quarter,  or  a  mile  and  a 
half,  from  a  junior  high  school. 

?y.  Relation  to  Elementary  Schools.  —  Opinion  differs  as 
to  the  desirability  of  having  a  junior  high  school  under  the 
same  roof  with  an  elementary  school.  It  is,  however,  well 
established  that  when  an  elementary  school  and  a  junior  high 
school  occupy  the  same  building,  the  junior  high  school  should 
have  a  distinct  faculty,  a  distinct  student  body,  and  should 
have  most  of  their  work  localized  in  one  part  of  the  building. 

4.  Relation  to  Senior  High  Schools.  —  Among  the  advan- 
tages in  having  a  junior  high  school  adjacent  or  near  to  a 
senior  high  school  may  be  mentioned  the  following:  — 

(1)  Much  of  the  equipment  can  be  used  in  common,  thereby 
reducing  the  cost  of  installation,  and  at  the  same  time  making 
it  possible  to  provide  a  wider  variety  of  equipment  than  could 
be  afforded  for  either  school  alone. 

(2)  The  auditorium  can  be  used  in  turn  by  the  different 
schools. 


45 

(3)  The  teachers  in  the  two  schools  can  be  more  readily  and 
more  often  brought  into  conference. 

(4)  Departmental  meetings,  consisting  of  teachers  in  junior 
and  senior  high  schools,  can  be  more  conveniently  held. 

(5)  Those  pupils  who,  by  reason  of  promotion  by  subject, 
ought  to  take  a  part  of  their  work  in  the  junior  high  school, 
and  a  part  of  it  in  the  senior  high  school,  are  enabled  to  do  so. 

One  of  the  best  plans  consists  in  providing  separate  buildings 
for  the  junior  and  senior  high  schools,  and  placing  between 
them,  and  connecting  therewith,  a  central  building  to  contain 
the  auditorium,  gymnasium,  and  other  facilities  that  may  be 
used  in  common. 

If  the  junior  and  senior  high  schools  are  in  one  building 
under  a  single  roof  it  is  very  desirable  that  the  work  of  each 
school  should  be  localized  in  so  far  as  practicable  in  separate 
parts  of  the  building. 

In  a  city  having  one  senior  high  school  and  several  junior 
high  schools,  it  is  desirable  that  one  of  the  junior  high  schools 
be  n'car  the  senior  high  school,  so  that  junior  high  school 
pupils  who  should  take  a  part  of  their  work  in  the  senior  high 
school  may  be  transferred  to  that  junior  high  school. 

5.  Six-year  High  School.  —  In  a  community  having  not 
over  200  to  300  pupils  in  grades  7  to  12  it  will  generally  be 
found  more  economical  to  house  the  two  schools  under  a  single 
roof.  In  the  case  of  such  a  school  most  of  the  junior  high 
school  classrooms  may  well  be  on  the  first  floor  and  most  of 
the  senior  high  school  classrooms  on  the  second  floor,  but  the 
science  rooms  should  be  en  suite,  as  should  also  the  commercial 
rooms. 

6.  Planning  Junior  High  School  Buildings.^  —  The  wise 
solution  of  the  many  problems  involved  in  planning  a  new 
junior  high  school  building  calls  for  the  combined  wisdom  of 
the  school  committee,  the  superintendent  of  schools,  the 
principal  of  the  junior  high  school,  and  the  most  competent 
school  architect  available.  The  character  and  effectiveness  of 
the  junior  high  school  education  that  can  be  offered  by  any 
community  for  years  to  come  is  dependent,  to  no  small  degree, 

1  Much  of  the  material  in  this  chapter  follows  the  treatment  contained  in  the  eighty-third 
annual  report  of  the  Massachusetts  Department  of  Education. 


46 

upon  the  efficiency  of  the  building  erected.  The  facilities 
needed  are  many  and  varied,  but  the  funds  available  are 
limited.  Before  asking  an  architect  to  draw  plans,  the  super- 
intendent and  principal  should  study  every  phase  of  the  prob- 
lem. The  State  Department,  too,  can  render  no  more  impor- 
tant service  to  secondary  education  in  any  community  than  to 
assist  in  analyzing  the  needs  and  in  drawing  up  a  ''program" 
for  the  building,  such  as  is  suggested  at  the  end  of  this  chapter. 

7.  Selection  of  a  Site.  —  The  site  should  be  large  enough 
to  provide  for  future  expansions,  to  give  a  good  setting  for  the 
building,  and  to  afford  sufficient  room  for  varied  physical 
training  activities.  The  diagram  on  the  next  page  shows  that 
two  acres  is  required  for  a  varied  program  of  outdoor  games 
for  100  to  130  pupils  at  a  time.  Such  a  plot  should  be  very 
near  to  the  building,  so  that  it  can  be  used  by  physical  training 
classes  during  school  hours,  whenever  the  weather  permits. 
Therefore,  to  give  proper  setting  for  the  building,  to  allow  for 
future  expansions,  and  to  allow  for  outdoor  activities,  the  site 
for  a  medium-sized  high  school  should,  if  possible,  contain 
about  five  acres,  while  three  acres  should  be  regarded-  as  a 
minimum  site  for  a  small  junior  high  school. 

If  the  junior  high  school  serves  a  large  contributing  area  it 
should  be  fairly  accessible  to  car  lines,  but  no  school  should  be 
placed  so  near  to  a  thoroughfare  likely  to  be  occupied  by  a 
main  car  line  as  to  involve  excessive  noise.  In  many  com- 
munities the  junior  high  school  should  become  an  educational 
center.  It  should  in  every  case  be  so  located  as  to  embody  the 
best  standards  of  hygiene,  both  in  the  setting  of  the  building 
and  in  its  environment. 


47 


Plan  of  2-Acre  Plot  for  Games. 

[Arranged  for  100  to  130  pupils  at  one  time  in  varied  activities.] 
North 


250'  X  250' 

Base  ball  (spring)  20  players 

Soccer  (fall)  50  players  —  (4  teams) 

Field  hockey  (fall  or  spring  for  girls) 

50  players  (4  teams) 


90' X  40' 
Volley  ball 
15  players 


90'x40' 

Vaulting  and 

jumping 

15  players 


80'  X  80' 

Playground 

baU 

20  players 


Basket  ball 
15  players 


Track  250'  x  20'  15  contestants 


South 


48 

8.  Selection  of  an  Architect.  —  The  practice  of  selecting- 
an  architect  for  a  school  building  through  competition  is  now 
regarded  as  unwise,  because  the  sketch  plans  fail  to  show 
whether  the  architect  has  an  adequate  knowledge  of  the  many 
important  details  of  school  architecture.  Instead,  the  architect 
for  a  high  school  should  be  selected  on  the  basis  of  his  study 
and  knowledge  of  the  requirements  of  a  modern  high  school, 
and  his  success  in  supervising  the  erection  of  such  a  building. 
School  architecture  should  be  recognized  as  a  highly  speciaUzed 
branch  of  the  profession  of  architecture. 

9.  Essential  Qualities  of  the  Building  Itself.  —  The 
following  eight  qualities  maj^  be  regarded  as  essential  to  any 
modern  junior  high  school  building :  — 

(1)  Comprehensiveness. 

(2)  Convenience. 

(3)  Flexibility. 

(4)  Safety. 

(5)  Healthfulness. 

(6)  Expansiveness. 

(7)  Economy  and  efficiency. 

(8)  iEsthetic  fitness. 

(1)  Comprehensiveness.  —  The  modern  junior  high  school 
should  provide  for  all  the  educational  activities  needed  by  all 
young  people  of  junior  high  school  age  living  within  the  con- 
tributing area.  Many  new  activities  are  rapidly  gaining  recog- 
nition as  essential. 

(2)  Convenience.  —  To  secure  convenience  in  a  junior  high 
school  building  study  must  be  given  to  the  correlation  of  the 
rooms,  to  the  arrangement  of  the  corridors,  and  to  the  location 
of  the  office  and  other  administrative  features.  It  may  be 
accepted  as  a  sound  principle  that  the  rooms  of  each  depart- 
ment should  be  contiguous  and  connecting,  and,  when  possible, 
on  the  same  floor. 

(3)  Flexibility.  —  In  every  junior  high  school  the  number  of 
pupils  pursuing  the  different  tj^pes  of  work  varies  from  year  to 
year.  Therefore  many  of  the  rooms  must  be  so  constructed 
that  they  may  be  used  for  more  than  one  purpose. 

Since  it  is  not  possible  to  foresee  the  changes  that  will  take 
place  in  education,  the  building  must  be  so  constructed  that 


49 

some  of  the  rooms  may  be  changed  in  size  without  iinnecessary 
expense.  For  this  reason  it  is  now  accepted  as  absolutely 
essential  that  ventilating  and  heating  ducts  be  placed  in  the 
partition  along  the  corridors,  instead  of  in  the  partitions 
between  rooms.  The  latter  partitions  are  then  made  non- 
supporting,  and  may  be  removed  with  the  minimum  expense. 

(4)  Safety.  —  The  problems  of  safety  have  recei\'ed  extensive 
consideration.  Among  the  important  conclusions  is  the  follow- 
ing: The  heating  plant  should,  whenever  feasible,  be  placed 
outside  the  main  walls  of  the  building.  Safety  is  not  the  only 
reason  for  this  conclusion. 

(5)  Ilealthjulness.  —  Among  the  factors  contributing  to  health- 
fulness  are  the  following:  — 

(a)  Lighting:  Unilateral  lighting  is  now  accepted  as  essential 
in  order  to  safeguard  the  eyesight  of  both  pupils  and  teachers. 
The  width  of  classrooms  should  not  be  less  than  22  nor  more 
than  24  feet.  The  windows  should  be  arranged  in  batteries 
with  narrow  minions. 

(6)  Travel:  Vertical  travel  should  be  reduced  to  a  minimum. 
For  this  reason,  buildings,  except  in  the  largest  cities,  should 
not  contain  more  than  three  floors  devoted  to  school  purposes. 
In  small  communities  the  one  or  two  story  building  is  preferable. 

(c)  Lunch:  Pupils  should  be  seated  when  eating  their  lunch. 
Consequently,  the  lunch  room  should  be  large  enough  to 
accommodate  all  the  pupils  who  will  eat  at  any  one  time.  In 
large  schools  the  schedule  may  be  so  arranged  as  to  provide 
for  two  or  more  lunch  periods,  each  period  to  accommodate  a 
portion  of  the  pupils.  To  encourage  pupils  to  take  a  longer 
time  at  lunch  the  room  should  have  outside  windows  and 
should  be  made  attractive. 

(d)  Physical  Training:  The  gymnasium  should  be  adequate 
in  size  and  so  lighted  and  ventilated  as  to  constitute  a  "hall 
of  health."  For  this  reason  the  practice  of  placing  the  gym- 
nasium in  the  basement  or  under  an  auditorium  should  be 
discontinued.  The  gymnasium  should  not  be  in  a  basement. 
It  should  extend  to  the  roof,  the  height  being  equivalent  to 
one  and  one-half  or  two  ordinary  stories.  It  is  especially 
important  to  avoid  a  location  of  the  gymnasium  which  does 
not  provide  for  the  free  circulation  of  air,  that  is,  there  should 


50 

be  large  windows  on  more  than  one  side.  The  provisions  for 
shower  baths  should  be  such  as  to  make  it  possible  for  every 
student  to  use  the  showers  every  time  after  gymnasium  exercise. 
(e)  Basements:  The  use  of  basements  for  all  school  purposes 
should  be  discontinued.  One  of  the  best  plans  is  to  place  the 
ground  floor  at  grade,  and  to  have  an  air  chamber  extending 
under  the  entire  ground  floor.  Thus  the  ground  floor  may  be 
kept  dry. 

(6)  Expansiveness.  —  A  building  should  be  so  planned  that 
enlargement  can  be  made  without  undue  cost.  Those  facilities 
that  cannot  be  readily  enlarged,  such  as  the  auditorium  and 
the  administrative  offices,  should  be  built  at  the  outset  with 
reference  to  the  ultimate  capacity  of  the  school. 

Opinion  differs  as  to  the  wisdom  of  constructing  an  audi- 
torium, so  far  as  school  purposes  are  concerned,  to  seat  over 
1,000  pupils.  A  larger  auditorium  is  not  desirable  for  ordinary 
assemblies.  By  articulating  the  gymnasium  and  auditorium,  as 
suggested  later,  the  larger  audience  on  special  occasions  can 
be  cared  for. 

(7)  Economy  and  Efficiency.  —  (a)  Multiple  Uses:  In  so  far 
as  every  room  is  used  every  period,  an  increase  in  the  variety 
of  rooms  involves  but  little  increase  in  cost.  To  achieve  this 
result  the  principle  of  multiple  uses  must  be  employed.  By 
the  principle  of  multiple  uses  is  meant  the  planning  of  a  room 
in  such  a  way  that  when  it  is  not  needed  for  the  distinctive 
purpose  for  which  it  is  primarily  designed  it  may  advantageously 
be  used  for  supplementary  purposes.  This  principle  sometimes 
involves  providing  a  variety  of  equipment,  and  sometimes 
necessitates  making  the  room  somewhat  larger  than  it  would 
be  if  used  for  only  one  purpose.  In  spite,  however,  of  the 
increased  space  and  varied  equipment,  a  real  economy  is  often 
secured. 

(6)  Standard-sized  Class:  The  adoption  of  35  as  the  standard 
number  of  pupils  to  be  accommodated  in  a  room  is  in  accord 
with  sound  principles  of  economy  and  efficiency.  Classes  of 
over  35  pupils  should  not  be  allowed  in  a  junior  high  school. 

(8)  M>ithetic  Fitness.  —  Art  at  its  best  is  perfect  adaptation 
to  use.  ^Esthetic  fitness,  therefore,  is  to  be  achieved  by  the 
most  thorough  adaptation  of  the  building  to  the  purposes  for 


51 

which  it  was  intended.  Moreover,  the  appearance  of  a  building 
should  be  such  as  to  dignify  in  the  minds  of  the  community 
the  education  conducted  in  the  building.  It  is  for  this  reason 
that  {esthetic  fitness  is  given  as  the  final  or  culminating  quality 
in  a  modern  junior  high  school  building.  This  fitness  is  to  be 
secured  not  by  disregarding  the  purposes  which  the  building 
is  to  serve,  but  by  interpreting  and  symbolizing  those  purposes. 

10.  Articulating  Assembly  and  Gymnasium.  —  A  most 
unique,  efficient,  and  economical  development  in  school  build- 
ings consists  of  the  articulating  auditorium  and  gymnasium. 
This  plan  is  now  in  use  in  many  schools  in  the  country.  The 
city  of  Peabody  is  the  first  city  in  Massachusetts  to  adopt  this 
plan.  The  gymnasium  and  auditorium  are  placed  on  the  same 
general  level,  both  being  on  the  ground  floor.  The  gymnasium 
is  at  the  rear  of  the  auditorium,  and  the  floor  of  the  gymnasium 
is  a  continuation  of  the  floor  of  the  stage  of  the  auditorium. 
The  auditorium  has  a  sloping  floor.  The  gymnasium  is  sepa- 
rated from  the  auditorium  by  a  sound-proof  arrangement 
which  in  some  schools  consists  of  a  movable  partition  and  a 
fire  curtain  with  a  4-foot  air  space  between  them.  When 
opened  up  the  gymnasium  and  auditorium  can  be  used  in 
conjunction,  as  follows:  — 

(1)  A  basketball  or  other  game  may  be  played  on  the 
gymnasium  floor,  a  4-inch  net  stretched  between  the  gymnasium 
and  the  auditorium,  and  the  spectators  seated  in  the  auditorium. 

(2)  For  dramatics  or  for  community  chorus  work  the  gym- 
nasium may  be  used  as  an  extended  stage. 

(3)  For  large  audiences  the  speaker  may  occupy  a  rostrum 
at  the  rear  of  the  gymnasium,  and  the  entire  gymnasium  and 
auditorium  be  used  by  the  audience. 

By  this  arrangement  the  auditorium  need  not  be  constructed 
larger  than  is  needed  for  the  regular  uses  of  the  school  itself, 
but  the  gymnasium  and  auditorium  may  be  thrown  together 
for  the  special  occasions  when  a  larger  hall  is  desired. 

11.  Program  for  a  Junior  High  School  Building.  — 
Before  the  architect  begins  to  draw  plans  he  should  be  given 
programs  indicating  specifically  the  accommodations  to  be 
provided.  The  program  of  rooms  for  instructional  purposes 
may  well  be  put  into  tabular  form,  as  shown  on  pages  53,  54, 


52 

and  55.  This  tabular  form  makes  it  possible  to  give  careful 
study  to  the  balancing  of  the  accommodations.  Such  a  pro- 
gram should  be  worked  out  with  great  care  by  the  superin- 
tendent of  schools  and  the  junior  high  school  principal,  and 
submitted  to  the  school  committee  for  criticism  and  approval. 

Program  1  illustrates  a  building  for  300  pupils  in  which 
extreme  economy  is  observed.  It  shows  how  a  twelve-room 
school  can  be  built  to  accommodate  300  pupils,  and  provide 
for  a  fair  variety  of  work. 

Sample  program  2  illustrates  a  building  for  500  pupils,  in 
which  more  liberal  provision  is  made  for  some  types  of  work. 

Sample  program  3  shows  how  a  junior  high  school  for  1,000 
pupils  can  be  built  and  operated  more  economically  than  can 
two  schools  for  500  pupils  each.  , 

These  programs  are  only  suggestive,  and  of  course  would 
need  to  be  modified  in  order  to  meet  the  actual  conditions  in 
any  given  school. 

It  should  be  noted  that  the  special  rooms  are  given  first, 
and  classrooms  afterward.  This  plan  of  computation  is  in 
marked  contrast  with  the  usual  method  of  calling  for  a  given 
number  of  classrooms  and  regarding  special  rooms  as  additional 
rooms.  Many  of  the  special  rooms  can  and  should  be  used  as 
home  rooms.  Consequently,  classrooms  need  never,  in  order 
to  provide  home  seats,  be  made  to  accommodate  a  larger  num- 
ber of  pupils  than  can  properly  recite  at  one  time.  It  is  a 
waste  of  space  to  make  a  classroom  large  enough  to  accommo- 
date more  than  35  pupils. 

In  the  following  tables  the  column  headed  "teachers"  is 
intended  to  show  how  many  teachers  could  work  continuously 
in  the  various  rooms  provided.  The  column  headed  "home 
pupils"  shows  the  number  of  pupils  who  can  be  accommodated 
in  any  room  as  home-room  pupils.  The  column  headed  "floor" 
should  be  filled  out  for  only  a  part  of  the  rooms,  so  that  the 
architect  may  have  latitude  in  the  planning.  The  last  column, 
headed  "dimensions,"  may  also  be  left  blank  for  the  use  of 
the  architect. 

On  page  55  there  is  given  a  list  of  the  rooms  which  should 
be  considered  for  administrative  purposes,  and  on  page  56 
a  table  suggesting  the  articulation  of  rooms  for  easy  and 
effective  administration. 


53 


Program  of  Rooms  for  Instructional  Purposes  Xo.  1. 
Two-story  Junior  High  School  Building  for  300  Pupils  and  12  Teachers. 

[This  illustrates  a  building  in  which  extreme  economy  is  observed.] 


Room. 

Uses. 

Teach- 

Home 

Distinctive. 

Supplementary. 

Pupils. 

.{ 

Woodworking, 
Printing, 

)    -       - 

Benches,  lathes,  power 
machines,  printing. 

- 

M 

Cooking, 

Sewing 

}    -       - 

Tables,  ranges,  . 

30 

^{ 

Mechanical  drawing, 
Freehand  drawing. 

}    -       - 

Desks, 

35 

'{ 

Bookkeeping, 
Tj-pewTiting,  . 

}    -       - 

Flat-top  desks,  tj-pe- 
wTiters. 

35 

5 

Elementary  science, 

Recitation, 

Tables, 

35 

6 

7 

Gymnasium  —  Audito- 
rium. 
Library, 

Music, 

Tables, 

: 

8 

Classroom, 

Recitation, 

Desks, 

35 

9 

Classroom, 

Recitation, 

Desks, 

35 

10 

Classroom, 

Recitation, 

Desks, 

35 

11 

Classroom, 

Recitation, 

Desks, 

35 

12 

Classroom, 

Theoretical  totals,    . 

Recitation, 

■ 

Desks, 

35 

12 

310 

54 


Program  of  Rooms  for  Instructional  Purposes  No.  2. 
Two-stonj  Junior  High  School  Building  for  500  Pupils  and  20  to  22  Teachers. 


Room. 

Uses. 

/->L  •      f   1?r, 

Teach- 
ers. 

Home 

Cniei  iLquipiueut. 

Pupils. 

Distinctive. 

Supplementary. 

1 
2 

Woodworking, 
Metal  working, 

- 

Benches,  lathes,  power 

machinery. 
Various, 

V2 

- 

3 

Printing, 

- 

Presses,  cases. 

H 

- 

4 

Kitchen, 

- 

Tables,  ranges. 

- 

5 

Sewing,  . 

- 

Tables, 

30 

6 

Mechanical  drawing. 

Recitation, 

Desks, 

35 

7 

Freehand  drawing. 

Recitation, 

Stands, 

35 

8 

Bookkeeping, 

Recitation, 

Flat-top  desks, 

35 

9 

Typewriting,  . 

- 

Tables, 

- 

10 

Elementary  science, 

Recitation, 

Tables, 

35 

11 

Elementary  science. 

Recitation, 

Tables, 

35 

12 

Gymnasium,  . 

- 

- 

lor  2 

- 

13 

Auditorium,   . 

Music, 

Opera  chairs. 

- 

14 

Library, 

- 

Tables, 

- 

15 

Classroom, 

Recitation, 

Desks, 

35 

16 

Classroom, 

Recitation, 

Desks. 

35 

17 

Classroom, 

Recitation, 

Desks, 

35 

18 

Classroom, 

Recitation, 

Desks, 

35 

19 

Classroom, 

Recitation, 

Desks, 

35 

20 

Classroom, 

Recitation, 

Desks, 

35 

21 

Classroom, 

Recitation, 

Desks, 

35 

22 

Classroom, 

Recitation, 

Desks, 

35 

23 

Classroom, 

Recitation, 

Desks, 

35 

Theoretical  toti 

lis,    . 

23 

520 

55 


Program  of  Rooms  for  Instructional  Purposes  No.  3. 

Three-story  Junior  High  School  Bxdlding  for  1,000  Pupils  and  86  to  40 

Teachers. 

[Showing  that  one  1,000-pupil  junior  high  school  can  be  built  and  maintained  with  greater 
economy  and  efficiency  than  can  two  500-pupil  schools.] 


Uses. 

Teach- 
ers. 

Home 

Room. 

C/hiei  liiQuipmbuL. 

Pupils. 

Distinctive. 

Supplementary. 

1 
2 

Woodworking    (double), 
Metal  working, 

- 

Benches,  lathes,  power 

machinery. 
Various, 

2 

35 

3 

Printing, 

- 

Presses,  cases. 

- 

4 

Cooking, 

- 

Tables,  ranges,  . 

35 

5 

Ck>oking, 

- 

Tables,  ranges, 

35 

6 

Sewing  (double),    . 

- 

Tables, 

35 

7 

Mechanical  drawing, 

- 

Desks, 

35 

8 
9 

Freehand      drawing 

(double). 
Bookkeeping, 

Recitation, 

Stands, 
Flat-top  desks. 

70 
35 

10 

Typewriting,  . 

- 

Tables, 

- 

11 

Elementary  science. 

Recitation, 

Tables, 

35 

12 

Elementary  science, 

Recitation, 

Tables, 

35 

13 

Elementary  science. 

Recitation, 

Tables, 

35 

14 

Gymnasium  (double),   . 

- 

- 

- 

15 

Auditorium,    . 

Public  speaking, 

Opera  chairs. 

1        , 

- 

16 

Library, 

- 

Tables, 

- 

17 

Music  room,    . 

Recitation, 

1  Opera  chairs. 

- 

18  to  36 

19  classrooms, 

Theoretical  totals,    . 

Recitations, 

Desks, 

19 

665 » 

40 

1,050 

'  Thirty-five  pupils  each. 


For  Administration. 
In  addition  to  the  rooms  for  instructional  purposes  mentioned 
above  a  junior  high  school  building  should  also  provide  — 


1.  OflBces  for  administration. 

2.  Book  and  supply  room. 

3.  Library  accessories. 

4.  Lunch  room  and  accessories, 

5.  Gymnasium  accessories. 

6.  Teachers'  rooms. 


7.  Health  department. 

8.  Emergency  sick  room. 

9.  Toilets. 

10.  Bicycle  room. 

11.  Heating  plant. 

12.  Janitor's  office  and  supplies. 


56 


Articulation  of  Rooms. 
The  correlation  of  certain  facilities  is  suggested  in  the  follow- 
ing table :  — 

Principal's  office. 
Vault. 

1.  Main  office  -j  Books  and  supplies. 
Toilet. 
Emergency. 

Dressing  rooms. 

2.  Auditorium-gymnasium 


3.  Library  ' 


Showers. 
Instructors. 

[^'Physicians  and  nurses. 
Library  classroom. 
Librarian's  workroom. 
Conference  rooms. 
Teachers'  study. 
/Lunch  kitchen. 
■     ^^^  ^  room  I  Domestic  science  —  other  home  economics  rooms. 


XXIV.    EQUIPMENT.  * 

The  following  recommendations  are  made  regarding  equip- 
ment: — 

L  Drawing  room  or  rooms.  If  the  school  is  large  enough  to 
warrant  two  drawing  rooms,  one  room  should  be  equipped  with 
drafting  tables  and  stools  for  mechanical  drawing,  and  the  other 
with  stands  and  stools  for  freehand  drawing,  and  each  room 
should  be  large  enough  to  accommodate  all  the  work  in  its 
field.  If  only  one  drawing  room  can  be  provided  it  should 
have  individual  drafting  tables  and  stools.  Closets  and  drawers 
should  be  provided  for  drawing  materials,  objects,  and  the 
more  complicated  instruments.  Two  sides  of  the  room  should 
be  burlapped,  and  blackboards  should  be  provided  on  the  third 
side. 

2.  A  bookkeeping  room  with  proper  individual  desks  for  book- 
keeping, filing  cases  for  papers  and  sets;  sample  files;  and  an 
adding  machine  and  mimeograph  for  the  teaching  of  office 
work. 


57 

3.  One  or  more  social  studies  rooms  equipped  with  cases  and 
drawers  for  samples  and  supplies.  A  small  electric  lantern,  and 
slides  for  the  teaching  of  geography,  history,  and  civics. 

The  above  rooms  should  be  used  as  home  rooms,  as  indicated 
in  the  preceding  chapter. 

4.  A  single  tyyewriting  room  large  enough  to  accommodate 
all  the  machines  needed  in  the  school.  It  is  suggested  that 
the  machines  be  of  three  different  makes. 

5.  A  seioing  room  large  enough  for  all  the  work  of  the  school 
in  this  field,  fitted  with  individual  tables  and  ordinary  chairs; 
cabinets  in  which  to  keep  supplies  and  finished  or  unfinished 
work,  the  cabinets  of  the  right  height  for  the  top  to  be  used 
for  cutting,  ironing,  etc.;  at  least  three  sewing  machines,  one 
of  which  is  supplied  with  power;  one  or  more  electric  flatirons; 
and  a  sample  case  for  display  of  cloths,  etc. 

6.  One  or  more  cooking  rooms  with  a  suflScient  number  of 
strong,  convenient  cooking  tables,  each  designed  for  two 
pupils;  a  good  serviceable  gas  plate  for  each  pupil;  two  six- 
burner  gas  stoves  with  ovens;  a  coal  range  is  desirable;  a 
large  sink;    two  set  tubs;    closets  for  dishes;    ice  chest. 

7.  A  woodivorking  room  with  sufficient  bench  space  to  ac- 
commodate all  the  work  of  the  school  in  this  field;  one  or 
more  construction  benches;  a  large  convenient  closet  for  keep- 
ing surplus  tools,  also  a  tool  room;  stock  room;  finishing  room; 
chests  of  drawers  for  hardware  and  other  material;  boards  for 
blue  prints  and  working  drawings;  cabinets  in  which  to  keep 
work, 

8.  One  or  more  elementary  science  rooms,  each  with  a  single 
table  for  demonstration,  with  gas  or  electricity;  cabinet  with 
drawers;  some  simple  apparatus,  a  considerable  portion  of 
which  should  be  made  by  the  pupils. 

9.  A  printing  room  with  one  10  by  15  inch  press,  motor- 
driven,  with  necessary  accessories;  also  smaller  press  for  card 
work;  twelve  to  sixteen  full-sized  cases;  six  to  ten  styles  of 
type,  of  required  point;  imposing  stone;  lead  and  rule  cutter; 
miter  machine;    paper  cutter  and  proof  press. 

10.  Shops  for  other  types  of  industrial  and  technical  work 
hould  be  provided  if  possible. 


58 


XXV.     BIBLIOGRAPHY. 

Bagley,  W.  C,  and  Judd,  C.  H.  Enlarging  the  American  Elementary- 
School.    School  Review,  26:  313-323,  May,  1918. 

Barker,  A.  C.  The  Intermediate  School  or  Junior  High  School.  Pro- 
ceedings, National  Education  Association,  1917,  pp.  266-271. 

Barnes,  W.  Suggestions  for  the  EngUsh  Course  in  the  Junior  High  School. 
School  Review,  27:  523-532,  September,  1919. 

Bennett,  G.  V.  The  Junior  High  School.  Baltimore,  Warwick  &  York, 
Inc.,  1919,  224  pp. 

BresUch,  E.  R.  Junior  High  School  Mathematics.  School  Review,  28: 
368-378,  May,  1920. 

Briggs,  Thomas  H.  The  Junior  High  School.  Houghton  MiflBin  Com- 
pany, 1920. 

A  Study  of  Comparative  Results  in  Intermediate  and  Elementary 

Schools  of  Los  Angeles.    Journal  of  Education,  November,  1920. 

Brown,  J.  C.  The  Geometry  of  the  Junior  High  School.  Mathematics 
Teacher,  pp.  64-70,  February,  1921. 

Buckner,  C.  A.  Educational  Diagnosis  of  Individual  Pupils:  A  Study 
of  the  Individual  Achievements  of  72  Junior  High  School  Boys  in  a 
Group  of  11  Standardized  Tests.  Teachers  College,  Columbia  Uni- 
versity Contribution  to  Education  No.  98,  1919. 

Cox,  P.  W.  L.  Ben  Blewett  Junior  High  School:  An  Experiment  in 
Democracy.    School  Review,  27:  345-359,  May,  1919. 

Davis,  C.  0.  The  Subject-Matter  and  Administration  of  the  Six-Three- 
Three  Plan  of  Secondary  Schools.  Ann  Arbor,  Mich.,  The  Univer- 
sity, 1915.  35  pp.  (University  of  Michigan.  University  Bulle- 
tin, N.  s.  Vol.  17,  No.  9,  September,  1915.) 

Douglass,  A.  A.  The  Junior  High  School.  Bloomington,  111.,  The  Public 
School  Publishing  Company,  1916.  157  pp.  (National  Society  for 
the  Study  of  Education.    Fifteenth  Year  Book,  Part  III.) 

Edgerton,  A.  H.  Experimental  Work  in  Junior  High  School  Industrial 
Arts.    Industrial  Arts  Magazine,  8:  251-255,  July,  1919. 

Educational  Guidance.  For  brief  bibliography  see  page  39  of  this 
manual. 


59 

Fletcher,  W.  H.  Concrete  Geometry  in  the  Junior  High  Schools.  School 
Review,  27:  441-457,  June,  1919. 

Giles,  J.  T.  The  Effect  upon  the  First  Six  Grades  of  the  Junior-Senior 
High  School  Reorganization.  Educational  Administration  and  Super- 
vision, 3:  269-274,  May,  1917. 

Glass,  J.  M.  Classification  of  Pupils  in  Ability  Groups.  An  Account  of 
Tests  made  in  the  Washington  Junior  High  School,  Rochester,  N.  Y. 
School  Review,  28:  495-508,  September,  1920. 

Goddard,  H.  N.  General  Science  in  the  Junior  High  School.  School  and 
Society,  11:  97-104,  Jan.  24,  1920. 

Gosling,  T.  W.  Educational  Reconstruction  in  the  Junior  High  School. 
Educational  Review,  57:  376-386,  Ma}^  1919. 

Hillegas,  M.  B.  The  Organization  of  Junior  High  Schools  in  Small 
Communities.  Teachers  College  Record,  19:  336-344.  September, 
1918. 

Hudelson,  E.  Democracy  and  the  Junior  High  School.  School  and 
Society,  12:  461-466,  Nov.  13,  1920. 

Inglis,  A.  Principles  of  Secondary  Education.  Boston,  Houghton  Miffin 
Company,  1918. 

The  Junior  High  School.     Pro\'isions  for  its  Organization  and 

Efficient  Administration.    Journal  of  Education,  84:   595-597,  Dec. 
14,  1916. 

Ittner,  W.  B.  The  Intermediate  School.  American  School  Board  Journal, 
59:  43-44,  August,  1919. 

Johnson,  L.  A.  Latin  in  the  Junior  High  School.  Journal  of  New  York 
State  Teachers  Association,  7:  43-46,  March,  1920. 

Judd,  C.  H.  The  Junior  High  School.  School  Review,  24:  249-260, 
April,  1916.  Also  in  Proceedings,  National  Education  Association, 
1916. 

Junior  High  School  opposed:  By  Member  of  School  Committee,  Somer- 
ville,  Mass.  Educational  Administration  and  Supervision,  6: 
232-237,  AprU,  1920. 

Koos,  L.  V.  The  Junior  High  School.  Harcourt,  Brace  &  Howe,  New 
York,  1920. 

Peculiar  Functions  of  the  Junior  High  School:    Their  Relative 

Importance.    School  Review,  28:  673-681,  November,  1920. 


60 


Lindquist,  T.    Junior  High  School  Mathematics.    Educational  Review, 
59:  296-303,  April,  1920. 

Lull,  H.  G.    The  Junior  High  School  Curriculum,    School  Review,  26: 
12-14,  January,  1918. 

Lyman,  R.  L.    The  Washington  Junior  High  School,  Rochester,  N.  Y. 
School  Review,  28:   178-204,  March,  1920. 

The  Ben  Blewett  Junior  High  School.    School  Review,  28:  26-40, 

97-111,  January  and  February,  1920. 

Massachusetts  Department  of  Education.    English  for  Grades  7,  8  and 
9.    Bulletin  10  for  1917.    64  pp. 

Library  Service  for  Schools.    Bulletin  9  for  1920.    80  pp. 


United  States  History  for  Grades  7  and  8.    In   press,    1921. 

About  60  pp. 

Massachusetts.  High  School  Masters  Club.  Report  of  Committee  on 
the  Junior  High  School,  March  17, 1917.  Boston,  D.  C.  Heath  &  Co., 
1917,  43  pp. 

McGregor,  A.  Laura.  Supervised  Study  in  English.  Macmillan,  1921. 
Suggestive  and  Specific  Treatment  of  Supervised  Study  in  Junior 
High  School  Classes. 

National  Committee  on  Mathematical  Requirements.  Junior  High 
School  Mathematics.  U.  S.  Bureau  of  Education  Secondary 
School  Circular  No.  6.     July,  1920.     11  pp. 

National  Education  Association.  For  list  of  reports  of  its  Commission 
on  the  Reorganization  of  Secondary  Education  see  page  6  of  this 
manual. 

Phihps,  D.  E.  Decalogue  of  the  Junior  High  School.  School  Review,  27 : 
161-171,  March,  1919. 

Putnam,  J.  H.  The  Junior  High  School.  Educational  Review,  57:  153- 
157,  February,  1919. 

Smith,  W.  A.  Junior  High  School  Practices  in  64  Cities.  Educational 
Administration  and  Supervision,  6:  139-149,  March,  1920. 

Sneddon,  D.  The  Intermediate  High  School.  In  his  Problems  of  Sec- 
ondary Education.  Boston,  Houghton  Mifflin  Company,  1917,  pp. 
318-330. 

UUman,  B.  L.  Latin  in  the  Seventh  and  Eighth  Grades.  Junior  High 
School  Clearing  House,  1:  25-31,  March,  1920. 


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